Skills, Knowledge, and Abilities
 
SKILLS are required to perform multiple, technical tasks with a need to periodically upgrade skills to meet changing job conditions. Specific skills required to satisfactorily perform the functions of the job include development and implementation of appropriate therapy programs, including selecting appropriate strategies and materials, assessment of the impact of communication disorders on educational performance in the general curriculum as well as functional communication needs.
KNOWLEDGE is required in medical/developmental/pediatric information and indications for speech-language therapy treatment; to understand and appropriately apply the latest research in cognition, brain function and language development relating to speech and language disorders to school age populations; to appropriately evaluate students’ communication skills, grades pre-k-8, interpret test results and implications and to determine eligibility for services. Specific knowledge required to satisfactorily perform the functions of the job includes working knowledge of disabilities such as learning disabilities, mental retardation, autism, and motor disorders and how they may impact communication skills; pertinent codes, policies, regulations and/or various position specific information learned on the job.
 
ABILITY is required to schedule a significant number of activities, meetings, and/or events; gather, collate and/or classify data; and consider a wide variety of factors when using equipment. Ability is required to independently work with others in a wide variety of circumstances; work with data utilizing defined but different processes; and operate equipment using a variety of standardized methods. Ability is also required to work with a wide diversity of individuals, and to establish and maintain effective working relationships with school and central office-based staff and parents by demonstrating excellent human relations skills and ability to communicate effectively, both orally and in writing work with specific, job-related data; and utilize a variety of job-related equipment and utilize computer special education records management software system. In working with others, independent problem solving is required to analyze issues and create action plans. Ability to collect data and generate reports is required. Problem solving with data requires independent interpretation of guidelines; and problem solving with equipment is moderate. Specific abilities required to satisfactorily perform the functions of the job include: adapting to changing work environment; working as part of a team; communicate with diverse groups; effectively present information and respond to questions; write measurable IEP goals that are in alignment with State Standards; document student progress and responses effectively so as to demonstrate progress toward IEP goals; supervise speech-language pathologist assistants (if eligible); relate to pre-school and school-aged students; write comprehensive reports and general correspondence.
Responsibility
 
Responsibilities include working as a coordinator using standardized practices and/or methods; leading, guiding, and/or coordinating others; tracking budget expenditures. Utilization of some resources from other work units is often required to perform the job's functions. There is a continual opportunity to have some impact on the organization’s services.
 
Working Environment
 
The usual and customary methods of performing the job's functions require the following physical demands: some lifting, carrying, pushing, and/or pulling, some stooping, kneeling, crouching, and/or crawling and significant fine finger dexterity. Generally, the job requires 70% sitting, 15% walking, and 15% standing. The job is performed under conditions with some exposure to risk of injury and/or illness. The employee will regularly work indoors in a controlled environment. The noise level in the work environment is moderate to loud. Travel between District campuses and to locations outside the District is required.
 

Reports to:	Director of Special Education or Principal
Terms of Employment:	Ten-months, full time
Evaluation:	Evaluated annually as outlined in Governing Board Policy.
FLSA Status:	Exempt
Salary:	Initial Placement Salary Schedule for Speech Language Pathologist

 
Board Approval: February 6, 2024 (Revised)