Bilingual Speech Language Pathologist

Specific Duties include, but not limited to the following: Must be able to deliver quality language instruction/interventions in the areas of voice, fluency, language, development and articulation to students with speech and language disabilities in accordance with the IEPs of assigned caseload. Must be skilled in the administration and interpretation of formal and informal diagnostic assessment instruments use specifically for the identification of students with speech and language disabilities. Must have a working knowledge of state and federal Special Education Law. Must be able to travel between schools within assigned area, carry up to 25 pounds of material. Evaluates and assesses student progress against instructional objectives. Functions as IEP Manager to assigned students. Act as coordinator of IEP implementation with general education staff. Develop, select and modify instructional plans and materials to meet the needs of all students. Design individual and small group instruction. Articulate curriculum between and among grade levels. Maintain appropriate records and follows required procedures and practices. Manage classroom organization. Supervise students in a variety of school related settings. Communicate and interact with students, parents, staff and community. Communicate regularly and assist the classroom teachers in curriculum/instructional modification needs. Coordinate instruction with other teachers of the school. Assist in administering diagnostic assessment for academic progress and planning. Work cooperatively with the administration and staff to schedule meetings. Knowledge of Special Education research, trends, and best practices. Engage learners in differentiated learning experiences for the range of skill levels and developmental needs found in the classroom, managing multiple instructional activities simultaneously. Monitor the pacing of instruction and budget class time efficiently by providing clear directions, outlining expectations, and effectively bringing to closure instructional experiences. Teaching Framework Responsibilities: Adapted from the Framework for Teaching. Charlotte Danielson. The teacher plans and demonstrates practices that reflect knowledge of the content, prerequisite relationships between concepts, and the instructional practices specific to that discipline. The teacher seeks knowledge of students' backgrounds, cultures, skills, language proficiency, interests, and special needs, and attains this knowledge for his/her students. The teacher develops instructional outcomes that are of appropriate rigor and are suitable for his/her students, but consist of a combination of activities and goals, which permit viable methods of assessment. They reflect more than one type of learning and are aligned to the Common Core Standards. The teacher is aware of the resources available through the school or district to enhance his/her own knowledge, to use in teaching, or for students who need them. The teacher coordinates knowledge of content, of students, and of resources to design a series of learning experiences aligned to instructional outcomes, address the Common Core Standards and are suitable for his/her students. The lesson or unit has a clear structure and is likely to engage students in learning. The teacher's plan for student assessment is aligned with the instructional outcomes, Common Core Standards, uses clear criteria, and is appropriate to the needs of students. The teacher intends to use assessment results to plan for future instruction for students. The teacher’s interactions with his/her students are friendly and demonstrate general caring and respect. The teacher will develop a classroom culture that is characterized by commitment to learning by teacher and student. Student engagement to the task at hand is consistent. The teacher's management of instructional groups and/or the handling of materials and supplies are consistent. The students will follow established classroom routines. The teacher will monitor student behavior and respond to student misbehavior. Teacher response to student misbehavior is consistent, appropriate and respectful to students. The teacher ensures the classroom is safe, and learning is accessible to all students. The teacher ensures that the physical arrangement is appropriate to the learning activities. The teacher makes effective use of physical resources, including computer technology. The teacher clearly communicates the instructional purpose of the lesson and directions and procedures are explained clearly. The teacher's explanation of content is clear and accurate and connects with students' knowledge and experience. Teacher's spoken and written language is clear and correct. Vocabulary is appropriate to the students' ages and interests. The teacher's questions/prompts are of high quality, related to the lesson objectives and invite a thoughtful response. The teacher engages all students in the discussion and encourages them to respond to one another. The teacher creates lessons that are aligned with the instructional outcomes, Common Core Standards, are suitable to the students' development, and facilitate students in constructing knowledge. The lessons have a clearly defined structure, and the pacing of the lessons is appropriate, providing students the time needed to intellectually engage with their learning. The teacher uses assessments to support instruction, through frequent monitoring of progress by teacher and/or students. Feedback is regularly given to students and is accurate. The teacher ensures students are aware of the assessment criteria used to evaluate their work. Questions/prompts/ assessments are used to diagnose evidence of learning. The teacher modifies the lesson when needed and responds to student questions and interests. The teacher seeks approaches for students who have difficulty learning. The teacher’s reflection on a lesson provides an accurate and objective description. The teacher can make suggestions as to how the lesson might be improved. The teacher maintains records that are accurate, efficient, and effective for both instructional and non- instructional purposes. The teacher communicates frequently with families and successfully engages them in the instructional program. Information to families about individual students is conveyed in a culturally appropriate manner. The teacher participates in the professional community and in school and district events and projects. The teacher maintains positive and productive relationships with colleagues. The teacher participates in professional development based on an individual assessment of need and actively shares information with others. The teacher accepts feedback from supervisors and colleagues. The teacher displays a high level of ethics and professionalism in dealings with both students and colleagues and complies with school and district regulations. Mental Demands: Ability to communicate (verbal and written); ability to instruct students, and effectively communicate with parents and colleagues. Ability to maintain emotional control under stress. Ability to use web-based programs, e-mail, and technology (laptop, Smartboard, etc.) Working Conditions: Indoor classrooms/School, exposure to: student noise, lawn mowing, music, odors of food, mowed grass and possible communicable diseases. Outdoor schoolyard and grounds, exposure to; temperatures (hot warm, cool, cold), and exposure to mowed grass. Regular work attendance. Qualifications Possess a Master’s Degree in (Speech and Language Sciences) or related field. Illinois Teaching Certification in Speech and Language Pathology. Understanding and experience with curriculum design, planning and instruction. Strong communication skills (written and oral). Salary/Benefits Minimum Starting Salary: 0 Years of experience with MastersDegree $54,358.52 Maximum Starting Salary: 31 Years of experience with Masters Degree plus 60 additional hours $98,800.44 #J-18808-Ljbffr The Illinois Association of School Administrators