Speech-Language Pathologist

Speech Pathologist P-12

Education and experience: Master's degree and meets certification requirements as established by the Georgia Department of Education. Certified in field and meets all requirements to be "Highly Qualified" as defined by the No Child Left Behind Act. Valid teacher certification in the assigned teaching field.

Qualifications: Incumbent must be able to satisfactorily perform each essential function of the position. When appropriate, reasonable accommodations will be provided to afford persons with disabilities an opportunity to perform the essential functions of the position. Knowledge of subject matter and appropriate instructional methodologies. Ability and training necessary to effectively utilize technology in the planning, implementation, and evaluation of instruction. Evidence of exemplary human relation skills. Evidence of exemplary organization and planning skills. Evidence of ability to work effectively with students, parents, and staff.

Performance functions: Demonstrates the ability to: Plans a program of study that meets the individual needs, interests, and abilities of students, collaborating with colleagues as appropriate. Creates and maintains a safe classroom environment that is conducive to learning, appropriate to the maturity and interests of students, and supportive of all students. Employs differentiation strategies to assist/challenge all students and the Pyramid of Intervention (POI) to assist those who are not being successful. Monitors and evaluates students outcomes, communicating appropriately with staff, students, and parents and focusing on achievement growth of all students. Maintains confidentiality of students and students' records. Engages in continuous professional development and renews certification in a timely manner.

Specific responsibilities: Assesses students' communication skills to identify communication disorders, determine program eligibility and develop recommendations for treatment. Assures placement of students in the speech-language program and develops and implements speech-language goals/objectives on individualized education plans according to established procedures. Participates in IEP meetings. Demonstrates prompt and regular attendance. Collaborates with a variety of groups and/or individuals such as parents, teachers, physicians, administration, and other professionals in order to integrate speech-language goals into the classroom, other educational programs, and the home environment. Reports and maintains student data to assess progress and continuation or termination of services. Instructs eligible students in the use of appropriate communication technologies such as hearing aids, FM systems, and augmentative communication devices. Participates in RTI process at local school level as needed. Reports information required for local, state and federal programs. Participates in professional learning opportunities provided. Performs other duties as assigned by appropriate administrator.

Performance factors: Medium work: Exerting up to 50 pounds of force occasionally and/or up to 20 pounds of force frequently, and/or up to 10 pounds of force constantly to move objects. Interaction with others: Ability to maintain, on a regular and consistent basis, relationships that are characterized by high expectations, teamwork, and collaboration. Ability to be flexible relative to daily routines. Ability to demonstrate sensitivity to the differences among diverse populations. Concentration: Ability to maintain workflow and thought processes in the presence of frequent distractions. Ability to ignore irrelevant sights or sounds and intrusive thoughts or stimuli. Ability to manage multiple tasks simultaneously with only few or no errors. Stressful circumstances: Ability to produce quality work when short or unexpected deadlines are presented. Ability to adjust work processes without incident when new and unexpected directions are given relative to a project that may be in process. Ability to maintain composure and not compound a situation when interacting with persons who may be angry, demanding or otherwise less than polite. Independent judgment: Ability to complete work tasks without being given precise directions relative to work steps or the final project. Organizational skills: Ability to establish priorities, simultaneously manage multiple tasks; and deliver a quality work product by a designated deadline. Public contact: Ability to communicate professionally and effectively, both verbally and in writing, with superiors, colleagues, parents, and other individuals within and external to the school system. Ability to demonstrate professionalism while interacting with others and to maintain constructive working relationships. Attendance and dependability: Ability to report to work at the scheduled time and to seldom be absent from work. Demonstrate prompt and regular work attendance. Process appropriate paperwork to authorize absences in accordance with school system procedures. Ability to complete work in a timely, accurate manner and to be conscientious about work performance.

Evaluation: Performance will be evaluated annually by the Superintendent or designated supervisor in accordance with Policy GBI - Evaluation of Personnel. FLSA: Exempt