Speech- Language Pathologist - Woburn Public School District

Woburn Public Schools

Goodyear 

Speech – Language Pathologist

DEFINITION:

The Speech – Language Pathologist is an employee member of the school staff designated by the Superintendent of Schools.  The speech and language pathologist is primarily responsible for providing research-based intervention for students with identified speech and language deficits and supporting the success of these students in the larger classroom setting. The speech and language pathologist is also responsible for evaluating students with suspected speech and language deficits. The speech and language pathologist should be committed to continuously improving the speech and language skills of students through collaboration with teachers, school leaders, and parents. 

Woburn Public Schools is looking for a Speech - Language Pathologist to primarily provide services and support  to students districtwide. 

PREREQUISITE TRAINING AND EXPERIENCE:

1. Minimum: Master’s degree, Certificate of Clinical Competence (CCC) in Speech-Language Pathology and current ASHA membership required. 
2. Minimum: Current license with the Massachusetts Board of Registration for Speech-Language Pathology and Audiology. 
3. Experience working with students who have complex communication needs / Autism Spectrum Disorder, and behavior plans

SALARY:

As stated in the Collective Bargaining Agreement between the Woburn Teachers Association and the Woburn School Committee

WORKING TIME:

As stated in the Collective Bargaining Agreement between the Woburn Teachers Association and the Woburn School Committee

DUTIES:

The Speech – Language Pathologist shall:

1. Complete Safety Care training provided by the district
2. Use a variety of service delivery models, including working with students in the substantially separate program/classroom setting 
3. Communicate effectively with students, families, and colleagues
4. Participate in grade level team meetings, faculty meetings, Intervention & Referral Services meetings, and Instructional Support Team (IST) meetings
5. Implement curricula and activities to meet IEP goals and objectives
6. Design and implement assessments that measure progress towards IEP standards
7. Use assessment data to refine intervention and inform therapy practices
8. Be accountable for students’ mastery of IEP standards 
9. Provide small group and/or individual speech and language therapy for identified students
10. Assess, diagnose, treat, and help to prevent speech, language, cognitive-communication, voice, fluency, and other related disorders
11. Effectively communicate diagnostic test results, diagnoses, present level of speech and language functioning and proposed treatment goals in a manner easily understood by students and their families
12. Use qualitative and quantitative assessment methods, including screenings, standardized tests, and special instruments, to analyze and diagnose the nature and extent of speech and language impairments
13.  Develop an individualized plan of care, tailored to each student’s needs 
14. Provide present levels of speech and language functioning and speech and language goals and objectives for students’ IEP annual reviews
15. Select augmentative or alternative communication methods, including automated devices and sign language, and teach their use
16.  Maintain records on the initial evaluation, progress, and discharge of students to identify problems, track progress, and justify treatment
17. Produce quarterly progress reports describing progress towards IEP goals and present level of performance
18. Provide direct clinical services to students with speech, language, cognitive-communication, voice, fluency, and other related disorders
19. Collaborate with teachers, special educators, audiologists, school psychologists, related service providers, BCBAs, other SLPs, and parents to develop and implement individual or group programs, provide consultation, and support classroom activities
20. Counsel students and their families concerning communication disorders and work with family members to recognize patterns that impede communication and treatment and show them communication-enhancing techniques to use at home
21. Engage in one’s learning; seek out and act on feedback regularly
22. Seek out and engage in continuing professional education to maintain ASHA membership and Massachusetts State licensure. 
23. Perform other related duties as assigned by the Director of Special Education and/or school and district administrators

At the Woburn Public Schools, we are committed to cultivating an environment where diverse perspectives and backgrounds are embraced, acknowledging that a team reflecting diversity of race, color, ancestry, national origin, religion, age, gender, marital/domestic partner status, sexual orientation, gender identity, disability status, and veteran status allows us to serve our communities better. To that end, Woburn Public Schools continues to be an Equal Opportunity Employer  and a district member of Mass Partnership for Diversity in Education