Speech Language Pathologist

Job | Posted 6 months ago
Position Areas
Special Education


The Speech Language Pathologist (SLP) works with children in the public school setting who have communication disorders (articulation, voice, language, fluency) that affect educational performance.  The primary responsibilities include screening, evaluating and providing appropriate services in accordance with a student’s Individualized Education Program (IEP). 
Speech Language Pathologists collaborate with teachers and families, consult with school personnel in order to support student communication skills in the classroom, participate in IEP meetings, and do other related functions as required.
Possess a minimum of a Master’s degree in Speech Pathology and/or meet the requirements for Full License in Speech-Language Pathology or Limited License in Speech-Language Pathology indicated under the Department of Health and Mental Hygiene for Speech-Language Pathologists - Qualifications for Licensure (Click on link for information http://dhmh.maryland.gov/boardsahs/professionals/SitePages/speechqual.aspx ). 
In accordance with COMAR 13A.12.03.10,  speech-language pathologist, holding a current and valid license issued the State Board of Audiologists, Hearing Aid Dispensers, and Speech-Language Pathologists in accordance with the relevant provisions of Health Occupations Article, Annotated Code of Maryland, shall be considered professionally certificated.  (http://www.dsd.state.md.us/comar/getfile.aspx?file=13a.12.03.10.htm)
 Knowledge of:

  • Principles and techniques of speech-language therapy, training and supervising staff.
  • Methods and procedures for assessment and treatment of communication disorders (speech sound production and use, receptive and expressive language, fluency, voice, oral motor, etc).
  • High quality assistive technology and augmentative communication systems and tools.

  • Behavior management and behavior shaping strategies, techniques, and methods;
  • Socio-economic, cultural, and language differences of the general school population.
  • State and federal laws and regulations regarding special education records, due process, service provision and speech language pathology.
  • State laws and regulations governing the practice of speech-language pathology and local school district policies and procedures.
Ability to:
  • Provide speech-language therapy to eligible students, in accordance with IEPs/IFSPs
  • Develop student rapport and establish a positive atmosphere.
  • Work collaboratively and communicate effectively with families, administrators and other professionals.
  • Provide appropriate speech-language services in Infants & Toddlers, Pre-K, elementary, middle, and/or high schools, as designated.
  • Evaluate the speech-language skills of students with suspected communication disorders, utilizing a variety of measures, both formal and informal, that are appropriate for evaluating the various communication disorders.
  • Analyze test findings in the interpretation of diagnostic data, correctly implementing eligibility criteria, and writing assessment reports which are clear and objective.
  • Work with students exhibiting the full range of communication disorders, including those involving language, articulation (speech sound disorders), fluency, voice/resonance.
  • Address personal, social/emotional, academic, and vocational needs that have an impact on attainment of educational goals.
  • Develop IEPs/IFSPs that contain measurable goals and objectives based on the assessment information.
  • Utilize a variety of service delivery models depending on the unique needs of the student (i.e. outside of the classroom/pull-out, inside of the classroom/push-in or both).
  • Consult with teachers, parents, and other team members regarding management of each student’s communication disorder.
  • Collaborate with teachers to integrate speech and language goals and academic goals for each student’s program.
  • Collaborate with school and district administrators in designing and implementing speech service programs to employ a continuum of service delivery models that provide services to students as appropriate.
  • Provide leadership in the development and implementation of a coordinated system of high quality assistive technology and augmentative communication services, as indicated in students’ IEPs.
  • Participate in team meetings.
  • Complete required paperwork in a timely manner, such as, Draft IEP/IFSP/Service Plan, Quarterly progress reports, service logs.
  • Maintain accurate, current, longitudinal files and/or records (e.g. progress reports, activity logs, billing information, treatment plans, required documentation, quarterly reports, screening results, etc.) for the purpose of ensuring the availability of information as required for reference and/or compliance.
  • Communicates effectively in written and oral form using positive interpersonal skills
  • Maintains confidentiality, maintenance of professional ethics and best practice standards maintenance of school policies and procedures.
  • Engages in professional development to stay current on researched-based instructional strategies and services, and seeks additional resources and assistance as needed to meet the individualized needs of students.
  • Other duties as assigned, such as:  Provide support and consultation to schools, providing targeted professional development.
Placement on the Queen Anne’s County Teacher’s Salary Schedule commensurate with certification, experience and preparation.  This is considered a Full-time, benefited 10-month position.

For district Publications:


A Publication of Queen Anne’s County Public Schools 



In accordance with state and federal laws, and the policies of the Board of Education, QACPS does not discriminate on the basis of race, ethnicity, color, age, religion, disability, genetics, ancestry/national origin, marital status, sex or sexual orientation in matters affecting employment or in providing educational programs and service, and provides equal  access to the Boy Scouts and other designated youth groups.  QACPS operates equal opportunity and affirmative action programs for students and staff.  The Board of Education of Queen Anne’s County Public Schools is an equal opportunity/affirmative action employer.  Employee inquiries or complaints regarding discrimination or Title IX issues such as gender equity and sexual harassment should be directed to the Director of Human Resources at 410-758-2403 ext. 176.  Student or parent inquiries or complaints regarding discrimination or Title IX issues such as gender equity and sexual harassment should be directed to the Director of Student Services at 410-758-2403 ext. 154. Inquiries regarding ADA and Section 504 should be directed to the Supervisor of Special Education at 410-758-2403 ext. 131.  Inquiries regarding Title II should be directed to the Director of Human Resources at 410-758-2403 ext. 176.  Inquiries may also be addressed in writing to the appropriate office at Queen Anne’s County Public Schools, 202 Chesterfield Ave, Centreville, Maryland 21617. 

External Agencies
U.S. Equal Employment Opportunity Commission (EEOC)
1-800-669-6820 (TTY for Deaf/Hard of Hearing callers only)
1-844-234-5122 (ASL Video Phone for Deaf/Hard of Hearing callers only)
Maryland Commission on Civil Rights (MCCR)
410.767.8600 (Español-marque el 2)
Maryland Relay 7-1-1
U.S. Department of Education (OCR)
Office for Civil Rights
400 Maryland Avenue, SW, Washington, DC 20202
(202) 401-2000
Fax: 202-453-6012; TDD: 800-877-8339
Board of Education contact information can be found on the QACPS website.

Posted By

Queen Anne's County Public Schools

671 Romancoke , Stevensville, MD 21666

At the following locations

To be determined

202 Chesterfield Ave , Centreville, MD 21617

Compare with State

Amount per Student


State Average: $15,742

% ELL Students


State Average: 7%

Student Teacher Ratio


State Average: 14.80

% IEP Students


State Average: 12%



State Average: 4,679