Speech Language Pathologist

POSITION TYPE: Speech Language Pathologist

Location: Greenbrier School District

The Greenbrier School District is seeking applicants to be active members of our professional learning community and who are interested in living the mission and vision of our school district while committing to our core beliefs:

• Children come first.
• The classroom is the most important place in the district.
• Leadership and accountability are keys to our success.

Qualifications:

• Valid license from Arkansas Board of Examiners in Speech-Language Pathology and Audiology
• Valid Arkansas Department of Education teacher license or willingness to obtain
• Master’s degree in Speech-Language Pathology from an accredited college or university.
• ASHA Certificate of Clinical Competency.
• Must have current Medicaid number, NPI number, and Professional Licensure from ASHA
• Completion of 1-2 years of experience as a Speech-Language Pathologist in a school setting preferred.

Job Description:

Plan and provide speech-language pathology services to students with speech, voice, or language disorders. Assess students and provide therapeutic intervention to eliminate or reduce problems or impairments that interfere with their students’ ability to derive full benefit from the educational program.

Special Knowledge/Skills:

• Ability to use the accepted tests and measurements to assess communication disorders and conditions
• Knowledge of evaluation, habilitation, and rehabilitation of speech-language disorders and conditions
• Ability to instruct and manage student behavior
• Excellent organizational, communication, and interpersonal skills

Essential Functions:

• Provide quality school-based speech therapy services, which includes but is not limited to:
  • assessment/evaluation 
  • intervention/treatment
  • IEP planning and implementation
  • discharge planning
  • related documentation
  • communication between teachers, teacher assistants, related service providers, and families
  • Commitment to the least restrictive environment
• Have excellent time-management skills, attention to detail, and ability to work independently.
• Adhere to a high level of professional and ethical standards.
• Demonstrate an advanced understanding of strategies for students with autism, developmental delay, specific learning disabilities, and/or behavior disorders.
• Consistently uses effective and productive soft skills with all school district stakeholders
• Reports to work as scheduled on a regular and reliable basis.

RESPONSIBILITIES INCLUDE: · 

Therapy

Conduct independent evaluations to assess students with speech or language disorders and conditions and provide appropriate individual and group therapy to students consistent with speech and language goals contained in Individual Education Plans (IEP). 

Evaluate student progress and make determination regarding therapy services.

Develop clinical management strategies or procedures and diagnostic statements.

• Provides services for students in a wide range of educational settings, including the self-contained non-categorical classrooms and general education inclusion classrooms.

Participate in Individualized Education Plan meetings to assist in interpretation of assessment data, appropriate placement, and goal setting for students with communication disorders or conditions according to district procedures.

Consultation

Consult with colleagues, students, and parents regarding the accomplishment of therapy goals, the needs of the student, and involvement in the remediation process.

• Educate and demonstrate (verbally or written) therapy techniques to parents that can be incorporated into the home.

Collaborate with classroom teachers to plan and implement classroom activities to improve communication skills of students.

Provide professional development in assigned schools to help school personnel identify and work more effectively with students with communication deficits.

• Assess and make recommendations regarding the use of adaptive equipment as needed and provide written justification. 
• Educate and demonstrate (verbally or written) therapy techniques to parents that can be incorporated into the home · 

Student Management

Create an environment conducive to learning and appropriate for the maturity level and interests of students.

Establish control and administer discipline according to the Student Code of Conduct and student handbook.

Program Management

Develop and coordinate a continuing evaluation of speech-language pathology services and make changes based on the findings.

• Ability to articulate the role of the speech language pathologist in the evaluation, intervention planning, and intervention process ·
• Skill in gathering screening and evaluation data, completing checklists, histories, and interviews 

Participate in the selection of equipment and instructional materials.

Keep detailed records of assessments, therapy sessions, progress reports, and other relevant information.

Comply with policies established by federal and state laws, State Board of Education rule, and board policy. Comply with all district and campus routines and regulations.

• Attend staff meetings, in-service training, and continuing education courses as appropriate or required by school and/or district administration.

May supervise licensed speech-language pathology assistant(s) or speech aide(s).*

• Other
  • Follow district safety protocols and emergency procedures.
  • Other duties as assigned.
  • Knowledge of human development throughout the lifespan ·
  • Skill in effective oral and written communication · 
  • Ability to maintain safe environments, equipment, and materials ·
  • Attend staff meetings, in-service training, professional development, and continuing education courses as appropriate or required by school and/or district administration.
  • Ability to prepare and maintain accurate records and progress notes, including but not limited to maintaining documentation and meeting timelines required by law · 
  • Willingness to be educated and trained for specific program implementation · 
  • Participate in collaborative teams within the school and district
  • Other duties as assigned. 

Mental Demands/Physical Demands/Environmental Factors:

• Tools/Equipment Used: Standard testing equipment; standard office equipment including computer and peripherals
• Posture: Frequent sitting, kneeling/squatting, bending/stooping, pushing/pulling, and twisting
• Motion: Frequent walking, grasping/squeezing, wrist flexion/extension
• Lifting: Regular light lifting and carrying (under 15 pounds), occasional heaving lifting (45 pounds or more) and positioning of students with physical disabilities; controlling behavior through physical restraint; assisting non-ambulatory students
• Environment: Exposure to biological hazards, bacteria, and communicable diseases; may require districtwide travel
• Mental Demands: Work with frequent interruptions; maintain emotional control under pressure