Speech-Language Pathologist

Speech-Language Pathologist Reports to: Instructional Coordinator Employment Group: Faculty – TRS FLSA Status: Exempt Work Year: 10 Months Position Type: Special Education/ Speech and Language Pathologist Date Posted: 9/28/2026 Location: Highland Park, IL Date Available: 11/23/2026 Closing Date: 03/17/2027 Position Summary The Speech-Language Pathologist (SLP) supports the TrueNorth mission and is committed to the possibilities in every learner, every day. The SLP provides assessment, intervention, consultation, and collaborative problem-solving to support the communication needs of students across age and ability levels. This role partners with students, families, classroom teams, and district staff to promote effective instruction, facilitate communication access, and enhance student participation in inclusive educational environments. The SLP may provide services across multiple school sites within member districts, including support for students with complex communication support needs and those requiring augmentative and alternative communication (AAC) systems. Qualifications Illinois Professional Educator License endorsed for Speech-Language Pathology Experience working with learners with complex communication support needs, including students with autism Knowledge of augmentative and alternative communication systems and strategies Experience providing SLP services across multiple school sites or districts preferred Training or experience in integrated-assistive technology and AAC systems Experience supporting inclusive communication practices across age and ability levels Required Knowledge, Skills, and Abilities Knowledge Knowledge of speech and language development, communication disorders, and evidence-based intervention practices Knowledge of assessment tools, procedures, and interpretation methods for students across age and ability levels Knowledge of AAC systems, including low-, mid-, and high-tech systems Knowledge of integrated-assistive technology (I-AT) tools, access methods, and feature-matching principles Knowledge of Universal Design for Learning (UDL) and inclusive communication practices Knowledge of legal and ethical requirements governing speech-language pathology services in school settings Skills Skill in conducting comprehensive communication assessments and synthesizing data for instructional planning Skill in delivering direct intervention to support speech, language, and pragmatic communication development Skill in implementing AAC systems, including vocabulary selection, organization, and instructional integration Skill in coaching and consulting with educators, families, and teams to support communication access Skill in using technology, including AAC devices, software, and applications that support communication development Skill in maintaining accurate documentation, service notes, and evaluation reports Abilities Ability to collaborate effectively as a member of transdisciplinary teams Ability to communicate clearly and professionally in both oral and written formats Ability to adapt to varied instructional environments and support students across multiple school sites Ability to problem-solve collaboratively and contribute to inclusive service delivery models Ability to prioritize tasks, manage schedules across sites, and meet required timelines Ability to build strong partnerships with families, private providers, and district staff to support consistent communication practices The following statements describe the general nature and level of work assigned to this position. They are not intended to be an exhaustive list of all responsibilities. Additional duties may be assigned that are reasonably related to the position. Assessment & Evaluation Participate in the assessment of communication skills, administering and interpreting evaluation results Relate assessment information to intervention planning and ongoing instructional strategies Integrate communication assessment data with other educational assessment information to support a transdisciplinary approach Conduct AAC-related assessments using appropriate data-gathering procedures, feature matching, and team-based processes Direct Service & Intervention Provide direct services to develop communication skills necessary for social and educational progress Support students in developing speech, language, and pragmatic communication skills across settings Utilize a range of communication technologies, including low-, mid-, and high-tech AAC tools, to support student needs Assist students in developing communication strategies for social interactions and functional participation Demonstrate knowledge of AAC tools, strategies, and access options Support teams in vocabulary selection, organization, and implementation of AAC systems Assist teachers in integrating communication technology and AAC strategies into classroom curricula Engage in ongoing professional learning related to AAC, integrated-assistive technology (I-AT), and inclusive communication practices Consult and collaborate with parents, educators, and other professionals to design and implement communication-focused interventions Serve as an effective member of transdisciplinary teams, recognizing the contributions of all disciplines Provide coaching and consultation to support communication access, AAC implementation, and inclusive service delivery Build partnerships with families, private providers, and district staff to support consistent communication practices across environments Professional Responsibilities Participate in continuing professional development to enhance knowledge and skills Maintain accurate documentation, including service notes and evaluation reports, in accordance with legal and ethical standards Follow all legal requirements and ethical codes of the speech-language pathology profession Support district-to-district communication and resource sharing as needed Physical Demands Regularly required to sit, stand, walk, bend, reach, and lift materials necessary for instruction and therapy Must be able to lift, move, and position materials or equipment up to25 poundsas needed to support student programming Must be able to model and support communication strategies across a variety of school environments, which may include floor-level work, classroom movement, and positioning near students using AAC or assistive technology Requires sufficient vision, hearing, and communication abilities to perform essential job functions, including conducting assessments, delivering instruction, and collaborating with staff and families Requires the ability to travel between school sites within member districts to meet student and program needs Work is performed in school settings including classrooms, therapy spaces, and common areas May involve exposure to students with diverse learning, behavioral, and medical needs Requires flexibility in adapting to varied instructional environments and schedules across multiple school sites May require participation in meetings, professional development, and collaboration sessions within and across districts Noise levels vary and may be moderate to high depending on student activity and classroom environments Travel between member districts may be required to provide services, consultation, and support #J-18808-Ljbffr Applitrack