Speech Language Pathologist - Long Term Substitute
Company: Schenectady City School District
Location: Schenectady
Posted on: February 1, 2025
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Job Description:
Speech Language Pathologist Role
Do you have the following skills, experience and drive to succeed
in this role Find out below.
This position reports to the Pupil Services Division and school
principal in a midsize urban school district located in the Capital
region of Upstate New York. The Speech Language Pathologist (Speech
Therapist) will work with teachers, parents, and school leaders to
develop plans and strategies. Speech Language Pathologist (Speech
Therapist) will possess the competencies necessary for serving the
linguistic and educational needs of children, adolescents and
families. This position requires a high degree of culturally
responsiveness, continuous reflection and creativity when it comes
to addressing the needs of students.
Speech Language Pathologist Expectations
Work across all levels to provide appropriate speech-language
services in Pre-K, elementary, middle, junior high, and high
schools with no school level underserved.
Serve a range of disorders as delineated in the ASHA Scope of
Practice in Speech-Language Pathology and federal regulations -
work with students exhibiting the full range of communication
disorders, including those involving language, articulation (speech
sound disorders), fluency, voice/resonance, and swallowing. Myriad
etiologies may be involved;
Ensure educational relevance by determining whether the disorder
has an impact on the education of students. Therefore, address
personal, social/emotional, academic, and vocational needs that
have an impact on attainment of educational goals;
Provide unique contributions to curriculum based on focused
expertise in language. Offer assistance in addressing the
linguistic and metalinguistic foundations of curriculum learning
for students with disabilities, as well as other learners who are
at risk for school failure, or those who struggle in school
settings;
Highlight language/literacy by contributing significantly to the
literacy achievement of students with communication disorders, as
well as other learners who are at risk for school failure, or those
who struggle in school settings;
Provide culturally competent services by ensuring that all students
receive quality, culturally competent services. Use expertise to
distinguish a language disorder from "something else." That
"something else" might include cultural and linguistic differences,
socioeconomic factors, lack of adequate prior instruction, and the
process of acquiring the dialect of English used in the schools.
Use expertise to ensure a more accurate and appropriate
identification of student needs. Also be prepared to address the
impact of language differences and second language acquisition on
student learning and provide assistance to teachers in promoting
educational growth;
Help students meet the performance standards of a particular school
district and state;
Engage in preventing academic failure in whatever form those
initiatives may take; for example, in Response to Intervention
(RTI). SLPs use evidence-based practice (EBP) in prevention
approaches;
Engage in conducting assessments in collaboration with others that
help to identify students with communication disorders as well as
to inform instruction and intervention, consistent with EBP;
Provide interventions that are culturally responsive and
appropriate to the age and learning needs of each individual
student and is selected through an evidence-based decision-making
process;
Engage in designing schoolwide programs that employ a continuum of
service delivery models in the least restrictive environment for
students with disabilities, and provide services to other students
as appropriate;
Engage in data-based decision making, including gathering and
interpreting data with individual students, as well as overall
program evaluation are essential responsibilities;
Ensure compliance with federal and state mandates as well as local
policies in performance of their duties. Activities may include
Individualized Education Program (IEP) development, Medicaid
billing, report writing, and treatment plan/therapy log
development;
Engage in collaboration by working in partnership with others to
meet students' needs;
Complement and augment those services provided by other
professionals who also have unique perspectives and skills. Work
collegially with general education teachers who are primarily
responsible for curriculum and instruction. Work closely with
reading specialists, literacy coaches, special education teachers,
occupational therapists, physical therapists, school psychologists,
audiologists, guidance counselors, and social workers, in addition
to others. Work with school and district administrators in
designing and implementing programs is crucial;
Develop relationships with universities to exchange shared
knowledge and perspectives;
Develop community relationships with a variety of individuals and
agencies (e.g., physicians, private therapy practitioners, social
service agencies, private schools, and vocational rehabilitation)
who may be involved in teaching or providing services to children
and youth;
Develop relationships with families by engaging families in
planning, decision making, and program implementation;
Develop relationships with students by engaging them in goal
planning, intervention implementation, monitoring of progress, and
self-advocacy appropriate to age and ability level;
Provide direction in defining their roles and responsibilities and
in ensuring delivery of appropriate services to students;
Advocate for appropriate programs and services for children and
adolescents, including reasonable workloads, professional
development opportunities and other program supports. Also work to
influence the development and interpretation of laws, regulations,
and policies to promote best practice;
Play a vital role in inducting new professionals;
Design and conduct professional development;
Provide training to parents of students of all ages with regard to
communication development and disorders. Strive to create a
language- and literacy-rich environment;
Participate in research to generate and support the use of
evidence-based assessment and intervention practices.
Speech Language Pathologist Key Qualities
Able to be empathetic by caring, understanding, and cultivating an
empowering environment for all students;
Demonstrates patience with serious issues, students and
families;
Able to be dependable in ways that develop trust with students;
Able to implement an organizational system to support both case
management and student needs simultaneously;
Being able to observe with skill and listen closely;
Being able to make impartial informed decisions on behalf of
students and families;
Ability to be persistent and resilient when dealing with
setbacks;
Willing to be flexible and multitask as needed on demand;
Ability to use a culturally responsive approach to develop
relationships and execute interventions with fidelity;
Willingness to learn, in order to be relatable, flexible,
personable and adaptable;
Engages in continuous self-care.
Job Qualifications
Minimum Qualifications
NYS certification as a Speech Language Pathologist (Speech
Therapist) is required;
Graduation from a regionally accredited or New York State
registered college or university;
CSE experience preferred;
Experience working in schools and with children preferred.
Salary dependent on duration of appointment
Keywords: Schenectady City School District, Schenectady , Speech Language Pathologist - Long Term Substitute, Healthcare , Schenectady, New York
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