Speech-Language Pathologist

Position Title Speech‑Language Pathologist FLSA Classification Exempt, Instructional Staff / 10‑Month Reports To Principal Mission The Howard School celebrates each student, transforming the learning experience and developing lifelong strengths. School Profile The Howard School educates students with language‑based learning differences through instruction designed to complement and address each student’s individual needs and to help each student understand and advocate for his/her own learning process. The curriculum focuses on depth of understanding to make learning meaningful and therefore, maximize educational success. Position Overview The Howard School recognizes and celebrates each learner’s passions and strengths, while also addressing their disabilities and weaknesses, and believes that learners are neither defined nor limited by labels. The Speech‑Language Pathologist (SLP) joins an interdisciplinary team that is committed to interactive project‑based learning, student self‑knowledge and self‑advocacy, and collaboration. Ideal candidates have the attributes of flexibility, humor, collaboration, creativity, and passion for emerging research and pedagogy. They must possess the insight and skills to participate fully on a team that brings research‑based expertise, depth of experience, and enthusiasm to a full and robust academic program that includes the arts, technology, and athletics. This is a 10‑month, full‑time, benefit‑eligible position. Position Purpose The SLP is responsible for providing language support services to meet the learning needs of students with dyslexia, communication and language impairments, and other learning differences. He/she is responsible for screening and assessment; goal development; planning/implementation of appropriate language, literacy, and assistive technology support to maximize student learning; collaboration with a team about student learning; and consultation and active participation in classroom instruction to optimize the language of instruction and to provide strategies to address diverse learning needs. Essential Functions Committed to designing and adapting instruction to meet a range of student learning needs and interests. Able to model lessons and coach teaching team as part of a schoolwide literacy initiative. Highly collaborative and excited about generating curriculum and assessment ideas in a team setting. Teaches language/learning and literacy strategies in small‑group, in‑class, or one‑on‑one support settings. Conducts individual diagnostic assessments of students to determine specific goals for students. Provides students, faculty, and parents with a summary of findings and implications for instruction. Monitors student progress, reevaluates learning profile, and adjusts delivery of speech/language services as appropriate. Provides support and continued coaching in the areas of language & literacy for new and veteran teachers by modeling lessons, conducting observations, and facilitating conversations. Collaborates with the Department of Language, Literacy, & Assistive Technology team, division administrator, and classroom teachers regarding efficacy of literacy program and individual student achievement with a focus on coordination and implementation of literacy & language programs schoolwide. Maintains and increases knowledge of trends and issues in language & literacy. Assists in the evaluation and purchase of assessment and supplemental materials to support the language & literacy program. Assists in the writing of reports and student evaluations both independently and as part of a collaborative team. Respects the individuality of each student. Adheres to legal and ethical standards and guidelines regarding the provision of speech/language services. Maintains thorough records for each student receiving speech/language services and provides related reports. Models non discriminatory practices in all activities. Performs other job‑related duties as required. Regular and predictable attendance is an essential function of the job. Qualifications Master’s degree, license, and certification required 3 - 5 years of experience providing speech-language and literacy intervention in a school‑based setting preferred Desire to plan and work collaboratively on a team is essential Ability to differentiate instruction, including working with students with language disorders and learning differences Excellent verbal and written communication skills Demonstrated leadership and facilitative skills Displays proficiency in all related computer applications, including; Mac OS, Apple iOS, Microsoft Office programs, email and Internet, and Google Apps for Education Suite, experience with assistive technology is a plus Physical Requirements and Work Environment Must have the ability to sit and stand for extended periods of time; exhibit manual dexterity to enter data into a computer; to see and read a computer screen and printed material with or without vision aids; hear and understand speech at normal classroom levels, outdoors and on the telephone; speak in audible tones so that others may understand clearly in normal classrooms, outdoors and on the telephone; physical agility to lift up to 50 pounds; and to bend, stoop climb stairs and reach overhead. Work primarily in a traditional climate‑controlled office environment. Work intermittently in outside weather conditions, including extreme heat and cold. The Howard School is an equal‑opportunity employer that is committed to diversity and inclusion in the workplace. All applicants will be considered for employment without regard to race, color, creed, religion, sex, sexual orientation, gender identity, national origin, citizenship status, age, pregnancy, disability/handicap, genetic information, uniform service member status or any other protected status in accordance with applicable federal, state, and local laws, veteran or disability status. #J-18808-Ljbffr