Job Title: Speech and Language Pathologist  - District

Position Description: Responsible for providing direct instruction to students. individually or in small groups.  Conduct initial evaluations of students being considered for services. Observe students and offer suggestions when needed.  Work in various buildings throughout the district.

Minimum Job Qualifications:

• Master’s degree in speech/language pathology from an accredited college or university.
• Valid Michigan Teaching Certificate with an endorsement in Speech Correction preferred
• Evidence of successful clinical experience in communication disorders and language development
• Demonstrated ability to work effectively and cooperatively with people and agencies associated with special education.
• Ability to work effectively and cooperatively with parents.
• Excellent written and oral communication skills.
• Experience in diagnostic assessments with preschool age children through elementary age.

Essential Performance Responsibilities:

• Organizing language development program for speech and language impaired students.
• Instructing individuals in both large and small group language activities
• Performing speech and language diagnostic testing
• Writing IEP goals and objectives and prescriptive activities based upon results of diagnostic testing.
• Keep IEP progress reports updated per IEP schedule
• Maintain service logs for all students serviced
• Medicaid  
• Finalize speech only IEPs and METs
• Acting as a resource person in the area of speech and language development and assistive technology
• Communicating and working with parents with respect to student’s language strengths and weaknesses.
• Participate in collaborative planning with teachers
• Select instructional materials to meet student needs
• Perform other duties as assigned

Our Speech and Language Pathologist will skillfully demonstrate:

• Strong desire and ability to achieve outstanding student achievement results in a short amount of time
• Ability to build meaningful, caring relationships with students in order to exert academic press and influence
• Willingness to leverage the student support network to ensure that students’ social, emotional, nutritional and health needs are addressed.
• Ability to motivate students and influence their behaviors
• Capacity to hold ongoing instructional-specific conversations designed to focus conversations and efforts on improving student learning
• Collaborative creation and execution of clear, logical instructional plans that produce strong results in student learning with classroom teachers
• Commitment to coordinate intervention instruction within and across grade levels to support learning of at risk students
• Aptitude to discuss subject specific content instruction and the drive to try out new ideas to improve student learning
• Capacity to align curriculum, instruction, and assessments while responding to the individual needs of students
• Competence to collect and analyze data to inform instructional decisions
• Design and utilization of formative assessments to modify and adjust instruction on a daily basis in collaboration with classroom and grade level teachers
• Development of organized routines, communicate clear expectations, and grow a positive school culture
• Building a professional environment that is one of mutual respect, teamwork, and accountability
• Ability to seek out knowledgeable peers, coaches or administrators for instructional support in the never ending quest to deliver the vision of high quality subject-specific instruction to increase achievement of highest risk students

A turnaround teacher has the confidence to lead and possesses the following competencies:

• Prioritize student-learning needs over the customs, routines, and established relationships that can stand in the way of necessary change
• Achieve results by taking initiative and reflecting and acting on lessons learned
• Maintain his/her drive for results by demonstrating persistence, directness, and the ability to monitor and plan ahead for increased student growth and efficient instruction for at risk students
• Commit to the relentless pursuit of increasing student learning for at risk students
• Skillfully challenging the status quo by thinking analytically and conceptually, as well as problem-solving as it pertains to at risk students

Selection Committee

Evaluated By:  Supervising Administrator

Salary Data: As per Negotiated Agreement with the EFE

We would love to tell you more: http://www.eastpointeschools.org/

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