Long-term Sub Elementary Speech and Language Pathologist 1.0 (LE)

Job Title Long-term Substitute Speech and Language Pathologist 1.0 FTE - Lake Elmo Elementary School Job Summary To develop materials and lesson plans; conduct instruction; regularly evaluate instructional materials for grade appropriateness; and continually assess student development and performance. To regularly meet with parents, guardians, responsible adults, and students to ensure everyone’s clear understanding of each student's overall performance in terms of strengths, weaknesses, progress, potential, and other observable characteristics affecting the student’s performance. FTE / Hours per Day 1.0 FTE, 7.5 hours per day Qualifications Speech Pathologist licensure issued by the State of Minnesota. (CCCs preferred) Preferred Qualifications Bachelor’s degree from an accredited college or university in an education discipline applicable to a teaching assignment. Master’s degree preferred. Diversity Black, Indigenous, and People of Color (BIPOC), women, and LGBTQ+ candidates are strongly encouraged to apply. The district recognizes and values diversity and inclusion in enriching the employment experience of its employees and in supporting the academic mission. Salary / Wage Information As per the SCEA Master Contract, $53,710 - $101,338 is the salary range. This position may be required to apply through or be employed by Kelly Services for a flat rate. Duties and Responsibilities Designs and implements instructional plans, aligned with district standards and curriculum, tailored and appropriate to the subject area(s) and unique needs of assigned students. Reviews, selects, and modifies materials and resources to carry out the curriculum plan. Accommodates delivery of instruction and assessment in accordance with the student’s unique learning strengths and challenges. Instructs students in a manner which consistently incorporates best teaching practices. Coordinates the instruction and related services in the student’s IEP and serves as the primary contact for the parent. Develops annual education plans (IEP) for students to include present levels of performance, educational needs, goals, objectives, and general and special educational services. Assures compliance with procedural requirements, communicating and coordinating among home, school, and other agencies, and between general and special education programs; and scheduling and facilitating team meetings. Coordinates due process procedures according to TSES (Total Special Education System). Maintains various required records and data according to established policies and procedures, ensuring the accurate and timely availability of such information as needed. Establishes and sustains positive, mutually respectful, and appropriate relationships with students in all settings. Participates and contributes actively to site educational and related programming to help ensure a broad-based experience for students. Develops and maintains collaborative and productive working relationships with support services staff, outside service vendors, and other sources to meet student needs and advance their growth, development, and achievements. Works effectively with colleges and universities to provide practice teachers and education program candidates with viable, valuable, and practical learning experiences. Assesses and evaluates results being achieved through current teaching practices as the primary basis for ongoing instructional planning; determining student progress, grading, reporting; and reinforcing students’ outstanding contributions and performance. Conducts and/or facilitates special education initial and three‑year re‑evaluations. Assesses and evaluates one’s own professional development needs including necessary planning and strategies to satisfy those needs. Performs other job‑related duties as requested or assigned. Knowledge, Skills and Abilities Formal preparation and appropriate licensure for the area(s) being taught. Highly qualified for academic areas of instruction. Knowledge of current practices in curriculum and instruction for the level(s) and subject area(s) being taught and the ability to create plans in a consistently complete and timely manner. Decisions on design, content and delivery alternatives are made in consideration of student abilities and needs and also complement and supplement applicable graduation standards. Knowledge of special education due process rules and procedures. Knowledge, skills and abilities to consistently select objectives at the appropriate difficulty level and teach to those objectives. Knowledge of child growth, development, learning patterns and principles for effectively monitoring student learning and adjusting practices accordingly. Develop instructional strategies that maximize student involvement and participation. Provide an honest, respectful, caring, and safe learning environment. Knowledge, skills and ability to communicate behavior, learning and interaction expectations in a manner which sets an example and fosters mutual respect, accountability, cooperation, and responsible, appropriate role relationships with students, parents, colleagues and others. Introduce and facilitate alternative dispute resolution (ADR) procedures under appropriate circumstances. Honors and preserves confidentiality within the context of ensuring compliance with all applicable laws, regulations, policies, protocols and procedures. Recommendations developed on both specific and generalized basis designed to advance educational and developmental missions of the site and district. Knowledge of appropriate resources inside and outside the District. Knowledge of special education procedures and assessment tools. Demonstrates an interest to stay current and effective through the pursuit and completion of required continuing education and other applicable opportunities. #J-18808-Ljbffr