Speech Language Pathologist 1.0FTE (beginning 26/27)

WHITEFISH SCHOOL DISTRICT

POSITION DESCRIPTION

POSITION TITLE: Speech-Language Pathologist (SLP)

REPORTS TO: Director of Student Services / Principal

Position Overview & Summary


The Whitefish School District seeks a dedicated Speech-Language Pathologist to join our team of educators in providing a deeper learning instructional program to all students. At Whitefish Public Schools, educators are leaders who play an integral role in ensuring student success through the support of our school culture, the development and instruction of a rigorous curriculum, and the use of data to drive their daily practice.


The SLP evaluates, diagnoses, and treats speech, language, voice, and fluency disorders for students with speech and language needs. Working collaboratively as a member of the instructional and Student Services teams, the SLP helps students (ages 3-21) access the general education curriculum, overcome speech/language challenges, and achieve their academic and social potential.

Qualifications

Minimum Qualifications:

• Education: Master's Degree (or equivalent) with a major in Speech-Language Pathology or Communication Disorders from an accredited program.
• Licensure: Valid Montana SLP license issued by the Montana Board of Speech-Language Pathologists (or immediate eligibility for licensure).
• Communication Skills: Possession of strong verbal and written communication skills.
• Professional Standards: Consistent high expectations for self and students.

Preferred Qualifications:

• Certification: Possession of or eligibility for a Certificate of Clinical Competence (CCC-SLP) from ASHA.
• Experience: Demonstrated experience working successfully with children with disabilities in a school setting.
• Technical Knowledge: Familiarity with Montana OPI educational standards, IDEA compliance, and augmentative and alternative communication (AAC) devices.

Essential Duties and Responsibilities


Responsibilities include, but are not limited to, the following student-, diagnostic-, and process-oriented practices:

1. Screening, Assessment & Evaluation

• Comprehensive Evaluations: Conduct screenings and comprehensive speech and language evaluations to identify learners with speech/language impairments.
• Regulatory Compliance: Follow state Child Find, IDEA regulations, and the specific referral processes outlined by School District 44.
• Diagnostic Interpretation: Administer and interpret appropriate assessments to determine eligibility for special education and speech/language remediation services.

1. IEP Development & Case Management

• Collaborative Planning: Participate in Child Study Team meetings and work collaboratively to develop appropriate Individualized Education Plans (IEPs).
• Goal Setting: Write and implement individualized educational programs, establishing measurable, criterion-referenced goals and objectives aimed at raising student achievement.
• Monitoring & Scheduling: Develop and maintain an effective therapy schedule while utilizing routine data collection to monitor student progress.

1. Direct Intervention & Program Integration

• Therapeutic Delivery: Provide high-quality individual and group therapy across diverse educational environments, employing pull-out, push-in, or inclusive classroom strategies.
• Curriculum Integration: Integrate communication goals and objectives directly into the regular program to maximize student success in everyday educational routines.

1. Collaboration, Consultation & Professional Development

• Team Consultation: Practice a team approach by consulting with general classroom teachers, special educators, and staff to assist students with speech and language challenges.
• Parent Engagement: Establish and maintain strong parent/school inter-relationships to support speech/language impaired learners.
• Capacity Building: Provide professional development to district staff regarding the identification of speech/language impairments and techniques for classroom-based communication support.

1. Administration, Professional Ethics & Compliance

• Record Keeping: Maintain accurate, confidential, and legally compliant student records and reports necessary to monitor the speech/language program.
• Medicaid Billing: Ensure timely and accurate Medicaid billing for all eligible services.
• Professional Integrity: Maintain professional ethics as established by the American Speech-Language-Hearing Association (ASHA) and respect authority by carrying out Board Policy and administrative directives.
• Work Management: Display exceptional pragmatic skills in time management, territory management, and organization while operating effectively within time constraints.

EQUIPMENT USED: A variety of electronic and technology devices, copier, telephone/voice mail, fax machine, dictation equipment.


WORK ENVIRONMENT: While performing the duties of this job, the employee regularly works inside in what can be a stressful environment. The employee must be able to meet deadlines with severe time constraints. The employee is directly responsible for the safety and well-being of students. The noise level in the work environment is usually quiet to moderate, depending upon the task at hand.


PHYSICAL DEMANDS: While performing the duties of this job, the employee is frequently required to sit; occasionally walk and stand; travel from building to other sites. Specific vision abilities required by this job include close vision, distance vision, depth perception, and the ability to adjust focus. The employee is required to be able to hear conversations in quiet environments.


MENTAL/MOTOR DEMANDS: While performing the duties of this job, the employee rarely performs routine work. The employee frequently exercises flexibility (ability to shift from one task to another). Guidance and reinforcement are infrequently available. The employee frequently works within time constraints and maintains attentiveness intensity. The employee is frequently involved in social interactions which require oral and written communications.


The physical demands, work-environment characteristics, and mental/motor demands described within this job description are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations shall be made to enable individuals with disabilities to perform the essential functions.


For those classified employees employed under a written contract for a specified term, nothing contained in this job description shall create a property right beyond the specified duration of the employment contract.

TERM OF EMPLOYMENT: School year working days as set by the Board of Trustees

SALARY/BENEFITS: As negotiated by the Whitefish Education Association (WEA) and assigned by the Administration

EVALUATION: Performance will be evaluated in accordance with Board Policy on Evaluation of Professional Personnel

Updated: May 2026