Long Term Substitute - Speech Language Pathologist K-5
119 SOUTH AVENUE, WEBSTER, NY 14580
(585) 216-0010 website: www.websterschools.org
The Webster CSD Human Resources Office is interested in hiring people who are Compassionately Connected, Joyfully Engaged, and Always Learning!
Position Title: Speech Language Pathologist K-5 - Long Term Substitute
Location: Schlegel Road Elementary OWL ProgramStarting Date: May 24, 2019 to TBD
A full-time Speech Language Pathologist is needed to provide services at the elementary school level for a long term substitute position. Duties include direct therapy service, consultation, assessment and participation in annual reviews.
- Must be New York State Licensed Speech-Language Pathologist
- Excellent organization, time management, and communication skills.
- Experience working with students with social-emotional/behavioral challenges in a special class setting
Application Procedure: Please apply by May 9, 2019
Correspond With: Marjorie Marble
Director of Special Education Programs and Services
Webster Central School District
1028 Ridge Road, Suite 110
Webster, NY 14580
SELECTED CANDIDATES WILL BE CONTACTED FOR INTERVIEWS.
WE ARE AN EQUAL OPPORTUNITY EMPLOYER
The Webster Central School District does not discriminate on the basis of sex, race, color, religion, national origin, political affiliation, sexual orientation, marital status, ancestry, age, disability, or any other status protected by law.
Within the school-wide environment, the Speech-Language Pathologist (SLP) is responsible for providing speech and language services to meet the individual needs of students with oral communication and speech/language delays and impairments. The SLP is responsible for screening and assessment; goal development; and planning/implementing appropriate speech and language treatment services to fully develop students’ communication skills to an appropriate developmental level necessary to access and successfully participate in the academic and social aspects of learning.
Director of Speech, OT, PT, and Assistive Technology
(A) Must possess a Master’s degree in speech language pathology; AND
(B) NYS Certified Teacher of Speech & Language Disabilities; or Teacher of the Speech & Hearing Handicapped; AND
(C) Possess a valid license and currently registered by the New York State Education Department as a Speech-Language Pathologist, or be eligible following a Clinical Fellowship Year.
Screens, evaluates and assesses the student’s functional status to identify and determine needs for speech/language therapy.
Selects, administers, and interprets specialized hearing and speech tests.
Gathers background information as necessary on the student’s educational, medical, social, and psychological history to assist with determining possible causes of speech disorders.
Serves a member of an interdisciplinary team and participates in the student support team, RTI, IEP, staffing, and eligibility meetings as required.
Develops RTI plans, individualized education plans for students receiving speech/language therapy services and implements therapy sessions that target IEP goals.
Chooses appropriate activities for developing the student’s speech, voice, fluency, and language skills.
Instructs students on how to monitor their own speech and provides ways to practice skills.
Recommends the adaptation of the student’s learning environment as necessary.
Provides consultation to teachers and staff members to ensure the integration of speech/language development techniques into the student’s classroom routine.
Speech-Language Pathologist (continued)
Contributes to the literacy achievement of students by addressing the linguistic and metalinguistic foundations of the curriculum.
Gathers and interprets data for individual students as well as overall program evaluation.
Monitors student progress, reevaluates IEP objectives, and adjusts delivery of speech/language services as appropriate.
Conferences with parents/guardians and provides them with support and information regarding their child. Instructs parents/guardians in exercises to implement at home and in the care and use of specialized equipment.
Serves as a resource to staff members and conducts workshops at the assigned school(s) regarding speech/language services and proper procedures for the identification and referral of students.
Employs a continuum of service delivery models in the LRE; meets federal and state mandates as well as local policies in performance of job duties.
Consults with physicians and other agencies as necessary and assists with referring students to appropriate specialists.
Adheres to legal and ethical standards and guidelines regarding the provision of speech/language services.
Maintains thorough records including daily Medicaid notes for each student receiving speech/language services at the assigned school(s) and provides related reports.
Models culturally competent practices in all activities.
Maintains professional competence by attending staff development programs, curriculum development meetings and other professional activities necessary.
Performs any other related duties as assigned by the Principal or other appropriate administrator.
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 of this job. Duties performed typically in school settings to include classrooms, gyms, cafeteria, auditorium and recreational areas. While performing this job, the employee is regularly required to stand, walk, sit, use hands to finger, handle or feel, reach with hand, and talk or hear; light lifting up to 40 pounds and other limited physical activities are required. Movement of students by wheelchairs and other mechanical devices may be required.
Full Performance Knowledge, Skills, Abilities and Personal Characteristics:
Must possess: a thorough knowledge and understanding of the principles, practices, and procedures of speech language therapy; a thorough knowledge of the normal development and use of speech, voice, fluency, and language; and the types, causes, and the treatments of speech disorders; the ability to evaluate the functional status of students; the ability to design treatment plans; the ability to provide safe and effective therapy to students with speech/language impairments; the knowledge and skills in the augmentative communication devices and specialized equipment; excellent interpersonal, communication, and recordkeeping skills and; the ability to establish and maintain effective working relationships with students, staff, parents, and the public.