Elementary Speech & Language Pathologist - Part Time

Elementary Speech and Language Pathologist (Part-Time)

Kenowa Hills Public Schools is seeking a collaborative, student-centered Speech and Language Pathologist to support elementary students with a variety of communication, language, social-pragmatic, sensory, and educational needs within the school setting. The Speech and Language Pathologist works as part of a multidisciplinary team to support student communication skills and educational access across a variety of educational environments.

The ideal candidate demonstrates strong communication and collaboration skills, knowledge of school-based speech and language services, and the ability to build positive relationships with students, families, and staff while supporting student growth, independence, and success.

• Master's degree in Speech-Language Pathology required
• Current Michigan licensure and certification as a Speech-Language Pathologist required
• ASHA Certificate of Clinical Competence (CCC-SLP) preferred
• Previous experience in pediatric, educational, or school-based speech and language services preferred
• Strong collaboration and communication skills required
• Ability to work effectively as part of a multidisciplinary educational team
• Ability to work effectively with students, families, staff, community agencies, and outside service providers
• Knowledge of special education laws, IDEA requirements, IEP development, accommodations, and school-based service delivery models preferred
• Experience with or knowledge of:
• TEACCH/START strategies
• Applied Behavior Analysis (ABA)
• PECS
• Core Vocabulary systems
• Social communication/social skills instruction
• Augmentative and Alternative Communication (AAC) devices and supports
• Knowledge of general education curriculum and accommodations for students receiving special education services
• Strong organizational skills and ability to manage schedules, compliance timelines, progress monitoring, and documentation requirements
• Knowledge and skill in a variety of behavior management, de-escalation, and student support strategies
• Willingness to participate in district-provided training opportunities, including CPI, CPR/First Aid, and district initiatives
• Knowledge of skills and abilities related to diversity, equity, inclusion, and cultural competence
• Knowledge of one's own competence in the area of diversity and equity, how this influences behavior, and a desire to learn about others' identities and experiences
• Regular and reliable attendance required

• Conduct speech and language screenings, evaluations, assessments, and progress monitoring using a variety of formal and informal assessment tools
• Assess and support student needs related to articulation, fluency, voice, expressive language, receptive language, pragmatic/social communication, AAC, and other communication areas
• Participate in multidisciplinary evaluation teams, educational planning meetings, and eligibility determination processes
• Develop, implement, monitor, and revise Individualized Education Programs (IEPs) in compliance with district, state, and federal requirements
• Provide direct therapy services, consultative services, push-in services, and small group instruction to students with communication disorders and related educational needs
• Support students with varying academic, behavioral, social-emotional, sensory, communication, and regulatory needs, including students who may demonstrate dysregulated, unsafe, or escalated behaviors
• Implement de-escalation and student support strategies aligned with district practices and training
• Respond calmly, safely, and appropriately to student behavioral escalation or crisis situations
• Collaborate with teachers, administrators, support staff, families, and related service providers regarding accommodations, interventions, communication supports, and student progress
• Utilize data collection systems and progress monitoring tools to evaluate student growth and therapy effectiveness
• Create, maintain, monitor, and contribute to evaluations, Functional Behavior Assessments (FBAs), Behavior Intervention Plans (BIPs), and IEP documentation for students receiving services
• Maintain accurate records, therapy notes, compliance documentation, Medicaid documentation (if applicable), and progress reports
• Utilize a broad range of intervention strategies and instructional practices aligned to student goals and educational needs
• Participate in IEP meetings, Child Study Team meetings, Professional Learning Communities (PLCs), staff meetings, and district professional learning opportunities
• Maintain confidentiality and professionalism at all times
• Perform additional duties as assigned

The physical demands and work environment described here are representative of those required to successfully perform the essential functions of this position. This is not to be construed as an exhaustive statement of duties, responsibilities, or requirements. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• Stand, walk, move, and transition frequently throughout classrooms, therapy spaces, and school environments
• Bend, kneel, crouch, squat, sit on the floor, and work at student level during therapy sessions and educational activities
• Lift, carry, move, and organize therapy materials, adaptive equipment, sensory tools, AAC devices, and instructional resources weighing up to 50 pounds
• Use hands and arms repetitively while supporting students, demonstrating activities, completing documentation, and utilizing therapy materials and technology
• Communicate effectively with students, staff, families, and outside service providers

The work environment may include:

• Frequent movement between classrooms, therapy spaces, meetings, and educational settings
• Moderate to occasionally high noise levels
• Supporting students with varying physical, behavioral, social-emotional, sensory, communication, and developmental needs
• Exposure to unpredictable student behaviors or crisis situations

This role also requires:

• The ability to maintain a safe, calm, structured, and supportive educational environment
• The ability to implement therapy interventions, accommodations, communication supports, and behavior strategies with consistency and fidelity
• The ability to respond appropriately and safely to student behavioral escalation or crisis situations
• Collaboration with teachers, administrators, families, special education staff, and related service providers in a fast-paced educational environment

This position is an in-person role requiring regular, on-site attendance. The essential functions of this position cannot be performed remotely.

Interested applicants may apply online at:

Please include all transcripts, certifications, resume, and letters of reference.

Application deadline: Until Filled

Pursuant to PA 131, the selected candidate must receive clearance from the Michigan State Police Department prior to employment through Livescan fingerprinting. The candidate is responsible for the fingerprinting background check fee.

Kenowa Hills Public Schools does not discriminate on the basis of race, color, religion, national origin or ancestry, sex (including sexual orientation and gender identity), age, disability, height, weight, marital status, genetic information, military status, or any other legally protected status in its programs, services, activities, or employment opportunities.

Inquiries regarding nondiscrimination policies should be directed to:

Director of Human Resources Kenowa Hills Public Schools 2325 Four Mile Road NW Grand Rapids, MI 49544 Phone: View phone number on click.appcast.io

Applicants who require accommodation to participate in the application or interview process are encouraged to contact Human Resources.