Speech Therapist

Job | Posted a year ago
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Position Areas
Special Education

Description

Position Title: Speech & Language Pathologist
Classification: REA
Reports To:     Director of Special Education
 
SUMMARY OF POSITION:
Speech and Language Pathologists are professional specialists, who are responsible for providing a comprehensive speech and language program for individual students and/or groups of students within the location assigned by the Director of Special Education.  Speech and Language Pathologists work as members of a multidisciplinary team in the delivery of appropriate programs to students.  Speech and Language Pathologists provide diagnostic, therapeutic, and consultative services to students.

ESSENTIAL FUNCTIONS:  Other duties may be assigned.

The essential functions of this position include, but are not limited to the following fundamental duties:
  1. Provide comprehensive, integrative speech/language assessment and therapy for students in need of these services.
  2. Develop, implement, maintain, and document a program of therapy, which meets the needs of each student.  Provide therapy in a consistent and productive manner that includes documentation of progress based on IEP goals.
  3. Adhere to school district, intermediate unit, state, and federal guidelines.
  4. Prepare and complete information relative to screenings, assessments, Evaluation Reports, IEPs, data collection and reports on progress, within the established timelines.
  5. Collaborate with classroom teachers, staff members, therapists, and families to offer information, support, instruction, suggestions, and provide modeling of strategies that promote the student’s systematic progress toward skill development.
  6. Participates in child study, instructional support, multidisciplinary, and IEP meetings as appropriate.
  7. Be well-versed in best practices.
  8. Participate in an ongoing program of staff development.
  9. Maintain and submit in a timely manner individual student tracking and billing information, through submission of Penn Data forms, Access, and attendance reports, as directed by the program supervisor.
  10. Prepare and submit weekly and daily schedules, as directed.
  11. Maintains communication with parents/guardians and encourages carryover of therapy skills and goals at home.
  12. Maintain a student caseload that approaches the upper limits of Pennsylvania’s Chapter 14 requirements for Speech/ Language therapists unless students’ needs warrant a reduced schedule and program supervisor approves the therapist’s altered schedule.
  13. Maintains an appropriate inventory of diagnostic instruments and therapy materials/programs.
  14. Participates in litigation/due process proceedings as needed.
  15. Communicates with community-based agencies, physicians, and other speech/language pathologists in the community.
  16. Performs other duties as assigned by the Superintendent or his/her designee.  This job description does not constitute an exhaustive list of responsibilities and management may revise it at any time.

SUPERVISORY RESPONSIBILITIES:  None

QUALIFICATION REQUIREMENTS:  To perform this job successfully, an individual must be able to perform each essential duty satisfactorily.  The requirements listed below are representative of the knowledge, skill, and/or ability required.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

  
EDUCATION and/or EXPERIENCE:
  1. Master’s Degree in speech/language pathology desirable
  2. Bachelor’s degree in speech/language pathology required, with enrollment in a Master’s Level speech/language program and a concurrent mentoring program.

CERTIFICATES, LICENSES, REGISTRATIONS:
1.ASHA Certificate of Clinical Competence required

2.Pennsylvania Certification in Speech/Language Impaired PK-12 required

3.Valid, state-issued Driver’s License.

LANGUAGE SKILLS: 

  1. Ability to read, analyze, and interpret periodicals, professional journals, legal documents, technical procedures, or governmental regulations.
  2. Ability to write reports, correspondence, and treatment plans.
  3. Ability to effectively present information and respond to questions from clinical team members, managers, clients, customers, and the general public.
  4. Ability to respond to common inquiries or complaints from customers, regulatory agencies, or members of the community. 
 

MATHEMATICAL SKILLS:

  1. Ability to perform basic mathematical concepts in the performance of routine assignments.
 
 
REASONING ABILITY:
  1. Ability to define problems, collect data, establish facts, and draw valid conclusions
  2. Ability to interpret an extensive variety of clinical and technical instructions in written, oral, diagram, mathematical, or schedule form and deal with abstract and concrete variables
  3. Ability to apply sound judgment to resolve conflicts and solve problems.
 
 
OTHER SKILLS and ABILITIES:
  1. Strong problem-solving and team leadership skills
  2. Ability to apply knowledge of current research and theory in specific field
  3. Ability to establish and maintain effective working relationships with clinical team members, clients, administrative staff, and members of the community.
  4. Ability to transport between client locations and school buildings
  5. Ability to communicate clearly and concisely both in oral and written form
  6. Ability to perform duties with awareness of all state law, regulation, and CCRES policies.
  7. Responsibility for the safety, well-being, and work output of clinical team members.
  8. Ability to meet the demands of several people and clients.
  9. Ability to respond to several problems simultaneously.
 
 
PHYSICAL DEMANDS:  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.

 
  1. While performing the duties of this job, the employee is frequently required to sit, stand, and walk.
  2. The employee is frequently required to talk or listen.
  3. The position requires the employee to use hands to handle or feel, and to reach with hands and arms.  The employee needs to be able to implement a multi-sensory prompting hierarchy, which may include:
    1. Moving a student’s arm, hand, finger, head, etc. to access a device or convey meaning 
    2. Physical manipulation of oral musculature as warranted to stimulate oral and facial movements
    3. Other prescribed methods as defined within the student’s IEP
  4. The employee must be able to implement a variety of therapeutic models, including but not limited to:
    1. Direct pull out sessions (individual and group)
    2. small group instruction (pull out sessions and integrated sessions)
    3. Fully integrated sessions through whole/part group instruction in the classroom or team teaching.  This model presents as most effective with student population who have difficulty transferring skills from one setting to another.  It simultaneously provides students with multiple opportunities to observe and practice and provides staff with models for prompting.
    4. Occasional lifting to move/transport assessments, materials, and devices – no more than 15lbs.
  5. The position requires meeting deadlines with severe time constraints, interacting with staff and the public, and irregular or extended work hours.
  6. The position requires the employee to drive to schools and other locations to attend meetings and/or perform other duties as assigned
  7. The employee must occasionally lift and/or move up to 15 pounds.
  8. Specific vision abilities required by this job include close vision and the ability to adjust focus.
 
 
WORK ENVIRONMENT:  The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
 
The noise level in the work environment is usually quiet but may be moderate to loud at times.  The employee is frequently required to interact with the parents, public and staff during and after the normal workday.  The position requires the individual to meet multiple demands from several people and exhibit good human relation skills including courtesy, tact and patience.  (The employee is directly responsible for the safety, well-being and work output of subordinate staff.)
 
 
 
The position holder must be able to perform the essential job functions with or without reasonable accommodation.  It is the responsibility of the employee to inform the school district administrator designated as immediate supervisor of the position, of any and all reasonable accommodations that will be required.  The information contained in this job description is for compliance with the Americans with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position.  Additional duties are performed by the individuals currently holding this position and additional duties may be assigned.
 
 
The Reading School District is an equal opportunity employment, educational and service organization.
 
 
PROF-Speech/Lang Path

 
 

Posted By

Reading School District

801 N. 13th Street , Reading, PA 19604
 

At the following locations

Reading School District

800 Washington Street , Reading, PA 19601



Insights
Compare with State

Amount per Student

$12,971

State Average: $16,365

% ELL Students

19%

State Average: 3%

Student Teacher Ratio

17.65

State Average: 14.21

% IEP Students

20%

State Average: 18%

FTE

1,784

State Average: 302