Speech and Language Pathologist

Department:Education

FLSA Status:Exempt

Reports to:Principal

Supervises:Student Therapists

JOB SUMMARY

Speech-Language Pathologists (SLP) have integral roles in education and are essential team members providing appropriate speech-language services to students exhibiting a full range of communication disorders including those involving language, articulation, fluency, voice/resonance, and swallowing difficulties. SLPs work in partnership with other educational staff to meet student’s needs. SLPs help students meet performance standards of IEPs/IFSPs.

ESSENTIAL FUNCTIONS

•Responsible for direct and indirect therapeutic services to clients; teaching parents and involved staff in carryover techniques. Follow the policies, procedures and approved practices of the agency.

•Providing high quality direct speech-language therapy services to students according to students’ IEPs/IFSPs.

•Conducting assessments, analyzing results, and writing reports to determine strengths and concerns in areas of speech, voice, fluency, pragmatics, language, and oral motor skills.

•Developing treatment plans (IEPs/IFSPs plans) that are evidenced-based as well as child and family centered for overall educational improvement.

•Ensuring evaluations, treatment plans and service delivery are aligned with school, state, and federal guidelines.

•Assisting and guiding teachers in observing, describing, and referring suspected and identified speech and language delays/disorders.

•Consulting with teaching teams to develop and implement of curriculum modifications and appropriate classroom strategies such as visual supports, oral motor exercises, language strips, topics of conversation, and data collection.

•Ensuring students’ skills are generalized across settings by collaborating with teaching teams and related service providers.

•Completing treatment notes and progress reports in timely manner and according to school policy.

•Managing a detailed log of services provided and services missed due to student or therapist absences.

•Communicating and coordinating with Principal to ensure school mission, philosophy, and procedures are embraced.

•Designing and conducting professional development series starting at staff orientation and ending at the end of the school year.

•Designing and conducting trainings for parents and families.

•Maintaining an inventory of materials, assessments, and supplies.

•Keeping abreast of best practices in speech and language therapy and language development.

•Engaging parents and families in their student's learning and acting as an ambassador for the school in the community.

•Contributing productively to the school as a whole.

•Attending and participating in school events outside of regular school hours.

•Reducing barriers that limit student participation within the school environment.

•Providing assistive technology to support student success.

•Supporting the needs of students with significant challenges, such as by helping to determine methods for alternate educational assessment and learning.

•Helping to plan relevant instructional activities for ongoing implementation in the classroom. 

•Preparing students for successfully transitioning into appropriate post–preschool, and/or further education. 

•Complete screenings and evaluations as assigned.

•Make referrals to physicians and outside agencies.

•Maintain a designated caseload and provide prescribed therapeutic intervention services within the center, community and home.

•Attends and participates in Department, Team, IEP/IFSP, and other designated meetings.

•The employee practices in accordance to agency standards and professional conduct and ethics by respecting confidentiality of consumer and family information as well as demonstrating multicultural awareness and respect for all people.

•Work cooperatively with team members (parents, professionals, and service coordinators) on the development and writing of an Individual Education Plan (IEP), and IFSP.

•Teach parents/clients how they can reinforce at home that which is taught in therapy through oral and/or written programs with established guidelines.

•Evaluate/reassess on a regular basis the progress of clients in reaching goals and objectives. 

•Attend and participate in designated meetings.

•Maintain equipment and supplies.

•Assist in the interviewing process of applicants being considered for a Speech-Language Pathologies staff position.

•Participation in the Center's in-servicing programs through presentation and attendance.

•Participation in continued education through attendance at conferences, courses and/or workshops.

•Assist in the education of volunteers by providing information relevant to the profession.

•Reading and studying in those areas pertaining to clients served.

•Instruct and supervise classroom personnel in carrying out specific programs for individual students.

•Monitor the students' progress toward goals and objectives and provide written reviews every semester.

•Ensure that Gavras Center policies are observed during all activities.

•Adhere to all school health and safety policies.

 •The employee practices in accordance to agency standards and professional conduct and ethics by respecting confidentiality of consumer and family information as well as demonstrating multicultural awareness and respect for all people.

SUPERVISORY DUTIES 

•After one year experience, may supervise new speech therapy staff and/or student therapists.

OTHER DUTIES 

•Performs duties as assigned by Administration. (may not be essential)

EDUCATION & EXPERIENCE

•Master's Degree in Speech and Language Pathology from an accredited school.

•New York State Certification in Speech-Language Pathology.

•Clearance from Office of Children and Family Services (OCFS) which includes NYS Department of Criminal Justice Services, Federal Bureau of Investigation, Statewide Central Register Database Check and NYS Justice Center.

•Ability to provide documentation demonstrating that you are able to legally perform work in the United States. 

•Valid New York State Driver’s License.

KNOWLEDGE, SKILLS & ABILITIES

•Basic knowledge of human growth and development with the ability to apply that knowledge in a holistic manner when planning educational programming for children, adults and families.

•Maintain confidentiality.

•Multicultural awareness and respect for all people in accordance with agency standards, professional conduct and ethics.

•Demonstrates knowledge of a transdisciplinary approach through active participation as a team member. 

•Share’s educational/therapeutic knowledge and techniques as appropriate with other team members and willingly shares in team routines. 

•Knowledge of, experience with or willing to learn a variety of evidence based educational strategies to include but are not limited to Applied Behavior Analysis, Pivotal Response Training, and Picture Exchange Communication System. 

•Strong computer skills including proficiency with Windows, Microsoft Office, Gavras’ internal CMS software and the internet.

•Will successfully complete required training courses.

•Work effectively with parents/guardians, agency staff and community agencies. 

•Knowledge of law as it relates to educating and managing students with disabilities.

•Ability to make independent decisions as circumstances are warranted.

•Problem solving skills.

•Collaboration skills.

•Trained in CPR/First Aid and maintained according to Red Cross standards.

•Communicate effectively with school personnel, families and the community.

•React to change productively and handle other tasks as assigned.

•Support the mission and philosophy of the Gavras Center.

•Have two years of related experience, preferably with preschool/elementary school aged children.

•Demonstrate knowledge of current best practices in the area of speech-language pathology.

•Demonstrate effective communication skills and an ability to work in a multi-disciplinary team.

•Be committed to meeting the needs of a diverse student population.

•Be committed to their own learning.

•Have excellent time management skills, flexibility, and ability to work independently and problem solve.

•Adhere to a high level of professional and ethical standards.

PHYSICAL DEMANDS & WORK ENVIRONMENT

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

•Ability to lift up to 50 pounds consistently throughout the day.

•Ability to physically respond to students requiring behavioral or crisis interventions; within parameters of NYSED, and PBIS.

•Ability to physically assist students requiring direct self-help care. 

•Regularly required to stand, walk, sit, use hands to guide, coach and assist students; reach with hands and arms, stoop, kneel, crouch, talk, bend, stretch and run.

•Specific vision is required by this job which includes close vision, distance vision and the ability to adjust focus. 

•Noise level in this position may range from low to high.

•May be exposed to various weather conditions.

•May be required to travel to various job sites.

•Exposure or potential exposure to blood, body fluids, spills or splashes from related substances may occur as a condition of employment. 

•Appropriately respond to unpredictable individuals and situations.