Speech and Language Pathologist - Puentes and YIES

Speech And Language Pathologist

Utilizing leadership, advocacy and collaboration, the Speech and Language Pathologist provides prevention, assessment and remediation services for students who exhibit difficulties in the areas of language, speech, voice and fluency and are designed to help students meet their educational needs. The Speech and Language Pathologist continuously improves their practice through professional learning and collaboration with peers.

YPSILANTI COMMUNITY SCHOOLS EXPECTS THAT EACH SPEECH AND LANGUAGE PATHOLOGIST:

• Commits to ongoing learning and the development of their craft; encourages, supports and mentors ongoing learning in students.
• Commits to high expectations for students, developing a vision of success for each student and moving that student towards its achievement.
• Commits to positive relationships and communication, promoting and modeling a safe and supportive learning culture for all.
• Commits to honoring all students, embracing their community and diversity.
• Commits to establishing a learning environment through collaborative approaches that is accountable for effective instruction, assessment and data-driven decision-making.
• Commits to using community resources to improve instruction.
• Commits to collegiality and professionalism of self and staff.

ESSENTIAL DUTIES AND RESPONSIBILITIES:

Uses a variety of appropriate formal and informal tools and techniques including observations and interviews to evaluate the progress and performance of students and families.

Assesses to determine students' communication skills (e.g., articulation, fluency, voice, expressive and receptive language, etc.) for the purposes of developing recommendations for prevention and intervention plans that enable students to benefit from their educational experience.

Collaborates and consults with educational teams to implement strategies that focus on the interrelationship of language processes of listening, speaking, reading, and writing and literacy development for students at risk or with communication disorders.

Consults with educational teams and a variety of groups to develop their understanding of a full range of communication disorders and the impact on student achievement.

Participates on the multidisciplinary educational team and educational planning process to identify communication disorders, determining program eligibility and developing services recommendations.

Works collaboratively with staff to create instructional intervention plans to support learning targets in communication/language/speech in all educational settings.

Instructs staff for the purpose of providing information on communicative disorders, use of assistive devices and feeding techniques and implementing prevention and intervention plans.

Uses a broad range of strategies and classroom structures appropriately aligned to the learning targets

Understands and intentionally uses formative assessment in the classroom to inform instruction and students learning for students with communication concerns

Collects, analyzes, and interprets various formal and informal assessments and evaluation strategies to evaluate and modify interventions to support the educational program

Participates in collegial conversations surrounding student achievement on a regular basis, influencing individual, grade, and/or department instruction based on collective examination of student performance.

Promotes services to students and their families within the context of multicultural understanding and competence that enhances families' support of students learning experiences.

Collects and integrates information about community heritage in instruction.

Provides services to students in ways that build upon individual strengths and offers students maximum opportunities to participate in the planning and direction of their own learning experience.

Coordinates meetings and processes for eligible students (e.g., testing/screening, IEPs, parent conferences, etc.) for the purpose of presenting evaluation results, developing intervention plans, and/or providing training to parents/guardians, students and staff.

Researches resources and methods for the purpose of determining the appropriate approach for addressing students' needs.

Acts as a public relations agent for the success and image of the district.

Communicates regularly with students, parents, families and administration in advocacy of student growth.

Develops communication plans that adjust for varying levels of parent involvement and inclusion.

Participates in professional development, maintains appropriate certification and qualifications and keeps current in changing pedagogy.

Protects the confidentiality of student records and releases personal data in accordance with state law and board policies.

Participates in district and school initiatives, adheres to building and district school improvement plans.

Maintains accurate case records and documentation.

Conducts behavior to demonstrate collegiality and professionalism.

Adheres to district and school rules and procedures.

Regular predictable attendance.

QUALIFICATIONS:

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. Alternative requirements that may be appropriate and acceptable to the Board of Education may be considered. The requirements listed below are representative of the knowledge, skill and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

EDUCATION and/or EXPERIENCE:

Master's degree in speech and language pathology required. Valid Michigan teaching certificate with full approval to teach Speech and Language Impaired or Certificate of Clinical Competence (CCC) from ASHA. Educational experience preferred.

LANGUAGE SKILLS:

Ability to explain and demonstrate appropriate teaching techniques. Ability to read, analyze and interpret periodicals and professional journals. Ability to effectively present information and respond to questions from groups of educators, students and the general public. Ability to write lesson plans, business correspondence and other related correspondence. Ability to express self clearly, both orally and in writing. Ability to read, analyze and interpret information.

TECHNICAL SKILLS:

Ability to integrate technology into the everyday work flow is necessary. Ability to utilize District technology and work to maintain proficiency, as required skill sets change with technology and/or the needs of the District. Ability to use computer technology for research, data management, communications and other instruction. Ability to use a personal computer (PC) or MAC in a networked environment to utilize the Internet and other electronic communications mechanisms. Knowledge of productivity applications such as Microsoft Office (word processing, spreadsheets, database and presentation software) is required.

MATHEMATICAL SKILLS:

Ability to apply the concepts of basic math, algebra and geometry consistent with the duties of this position.

REASONING ABILITY:

Highly proficient in subject areas of: reasoning, problem solving, organizational dynamics and emotional intelligence. Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Exhibit high level of professionalism with the ability to handle confidential information, use good judgment, plan and handle complex projects and maintain a flexible attitude. Ability to interpret a variety of instructions furnished in written, oral, diagram or schedule form. Ability to define problems, collect data, establish facts and draw valid conclusions.

INTERPERSONAL SKILLS:

Ability to build rapport with others and to serve diverse publics. Ability to take initiative; work well with others as a collaborative team member and exhibit good communication skills. Ability to work effectively and collaboratively with other departments, agencies and individuals.

PHYSICAL DEMANDS:

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is regularly required to sit, stand and walk; use hands to finger, handle or feel objects, tools, or controls; reach with hands and arms; talk or hear; and taste or smell. The employee will continuously need the ability to tell where a sound is coming from and tell the differences among bells, buzzers, beeps, horns, etc. The employee is occasionally required to sit and stoop, kneel, crouch, or crawl. The employee must occasionally lift and/or move up to 35 pounds such as books and teaching material. Specific vision abilities required by this job include close vision, distant vision and the ability to adjust focus. The ability to travel to other buildings is required. The position requires the individual to sometimes work irregular or extended work hours and meet multiple demands from several people.

ENVIRONMENTAL ADAPTABILITY:

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment is quiet to loud depending upon the activity in the particular part of the day. The employee is frequently required to interact with the public and other staff. The employee is directly responsible for the safety, well-being and work out-put of students. The employee is exposed to infections at a greater risk than the average person. Occasionally the employee may be required to be outdoors for a short period of time, and therefore subject to varying weather conditions, for purposes of accomplishing the essential functions of this job.