SPEECH LANGUAGE PATHOLOGIST

 

REPORTS TO: Special Education Director and Building Principal

 

QUALIFICATIONS:

1. Master’s degree from an accredited educational
2. Certified by the State of Georgia/Professional Standards Commission
3. Must meet background clearance requirements as specified by Georgia Statutes and State Board of Education

KNOWLEDGE, SKILLS AND ABILITIES:

Knowledge of child development and especially of speech/language characteristics of students in the age group assigned. Basic knowledge of current technology. Skills in oral and written communication with students, parents and others. Ability to plan and implement activities for maximum effectiveness. Ability to assess levels of student skills of articulation, language, voice and fluency effectively, analyze test results and prescribe actions for improvement. Ability to maintain appropriate student supervision so that students have a safe and orderly environment in which to learn. Ability to work effectively with peers, administrators and others.

 

JOB GOAL:

To provide an educational atmosphere in which eligible speech/language students with disabilities move toward the fulfillment of their potential for intellectual, emotional, physical and psychological growth and maturation in accordance with system philosophy, goals, objectives and the student’s IEP.

 

DUTIES AND RESPONSIBILITIES:

• Create or select long-range plans based on a review of student IEP’s.
• Provide direct speech/language services as designated by the IEP for eligible students with disabilities.
• Develop and implement IEP’s for eligible speech/language
• Identify and treat communication problems related to language and
• Revise instructional plans based on student
• Provide prevention, assessment, and remediation services for students who exhibit difficulties in the areas of language, speech, voice, and fluency in order to help students meet their educational goals and progress in the general
• Schedules interventions using a variety of service delivery models, including classroom intervention, consultation/collaboration and pull-out as appropriate to meet student needs in the least restrictive environment.
• Plan and prepare a variety of learning activities considering individual student’s culture, learning styles, special needs and socio-economic
• Plan and prepare lessons and instructional strategies which support the school improvement plan and the system
• Establish and maintain a positive and safe learning environment in which students are encouraged to be actively engaged in the learning
• Maintain a clean, attractive and organized learning
• Establish and use behavior management techniques which are appropriate and
• Establish routines and procedures and work with students on consistently following
• Create a learning climate that is challenging yet non-threatening.
• Maintain instructional momentum with smooth and efficient transitions from one activity to
• Establish appropriate testing environment and ensure test
• Establish and maintain efficient record keep
• Manage time
• Develop routines and efficient techniques for minimizing time required for administrative and organizational
• Organize materials for efficient distribution and
• Instruct and supervise the work of volunteers and aides when
• Assist in enforcement of school rules, administrative regulations and Board
• Develop and use assessment strategies (traditional and alternative) to assist the continuous development of
• Interpret and use data (including but not limited to standardized and other test results) for diagnosis, instructional planning and program
• Use ongoing assessment to monitor student progress, verify that learning is occurring and adjust instruction.
• Provide feedback to students about the appropriateness of responses and quality of work with a focus on improving student
• Communicate, in understandable terms, individual student progress knowledgeably and responsibly to the student, parents and professional colleagues who need access to the
• Encourage self-assessment by students and assist them in developing plans for improving their performance.
• Demonstrate knowledge and understanding of curriculum
• Communicate high learning expectations for all
• Apply principles of learning and effective therapy/teaching in instructional
• Monitor learning activities. Providing feedback and reinforcement to
• Use appropriate material, technology and resources to help meet learning needs of
• Foster student responsibility, appropriate social behavior, integrity, valuing of cultural diversity, and respect for self and others by role modeling and learning
• Communicate effectively, orally and in writing, with other professionals, students, parents and community.
• Collaborate with students, parents, school staff and other appropriate persons to assist in meeting student
• Provide accurate and timely information to parents and students about speech/language and behavioral performance of
• Work with other teachers in curriculum development, special activities, and sharing ideas and resources.
• Recognize overt indicators of student distress or abuse and take appropriate intervention, referral, or reporting
• Engage in continuing improvement of professional knowledge and
• Assist others in acquiring knowledge and understanding of speech and
• Keep abreast of developments in instructional methodology, learning theory, curriculum trends and content.
• Conduct a personal assessment periodically to determine professional development needs with reference to speech/language.
• Develop and implement a Professional Development Plan annually in accordance with state and system
• Act in a professional and ethical manner and adhere to professional standards at all
• Perform assigned
• Completes records for third party (Medicaid) reimbursement accurately and in a timely manner as appropriate.
• Demonstrates knowledge of federal, state and local rules, regulations and
• Selects appropriate assessments based on individual student
• Integrates data from a variety of assessment techniques and
• Presents and explains data to IEP
• Prepares evaluation summary and eligibility
• Presents information to school personnel about language disorders as they relate to literacy and interactive communication
• Presents information to school personnel about speech disorders (articulation, voice, fluency) and their impact on communication and
• Appropriately assesses and develops plans for AAC
• Effectively implements AAC devices and provides training of other school personnel as
• Demonstrate attention to punctuality, attendance, records and
• Maintain confidentiality of student and other professional
• Comply with policies, procedures and
• Exercise appropriate professional
• Support school improvement initiatives by active participation in school activities, services and programs.
• Ensure that student growth/achievement is continuous and appropriate for age group, subject area and/or student program
• Perform other tasks consistent with the goals and objectives of this

PHYSICAL REQUIREMENTS:

Light work. Exerting up to 20 pounds of force occasionally and/or up to 10 pounds of force as frequently as needed to move objects.

 

TERMS OF EMPLOYMENT:

Salary and benefits shall be paid consistent with the system’s approved compensation plan. Length of the work year and hours of employment shall be those established by the system.

 

EVALUATION:

Performance of this job will be evaluated in accordance with provisions of the Board’s policy on evaluation of personnel.