Speech & Language Pathologist - Probationary

Palmyra-Macedon Central School District•Palmyra, NY

About The Position

Purpose: A School Speech & Language Pathologist will be to provide prevention, assessment, and remediation services for students who exhibit difficulties in the areas of language, speech, voice, and fluency. These services are designed to help children meet their educational goals. The School Speech & Language Pathologist serves as a leader as well as an effective team member working with teachers, administrators and other school personnel to make sure that each student succeeds. This includes participation on the Response to Intervention Team. The School Speech & Language Pathologist provides individual evaluations to new referrals and reevaluations to students with disabilities. In collaboration with related service providers, the School Speech & Language Pathologist prepares a written report for presentation to the Committee on Special Education. As a consultant, the School Speech & Language Pathologist empowers families to act on behalf of their children by helping parents/guardians identify student needs and shared interests, as well as access available school and community resources. Core Values: As a Pal-Mac staff, we believe that we can achieve our vision and accomplish our mission if, in all of our work, we focus on clearly defined and consistently demonstrated core values. In all of our actions and interactions we: Focus on students Value the power of positive relationships Act with integrity and honesty Work with a purpose, striving for excellence, pride and passion Approach experiences with an open mind and a willingness to grow Foster safety and a sense of belonging Expected Results: School Speech & Language Pathologist will work with students, school staff, families and members of the community as an integral part of the educational program by: Providing service for students. Being available at the appropriate Open House. Encouraging parental involvement. Coordinating with community agencies for the purpose of determining appropriate treatments, etc. to meet the needs of specific students. Consulting with students, parents, teachers, administrators and members of both the school and the student services team to define and implement developmentally appropriate learning strategies for students. Assisting in the evaluation, planning and program development for children with disabilities and/or those referred to the Pupil Personnel Service (PPS) team, Saving Struggling Students Team (SSST), and/or Response to Intervention (RtI) team. Working closely with staff members, parents and other specialists to conduct comprehensive assessments in accordance with best practice, as well as federal and state regulation. Serving as a resource to colleagues to assist teachers in the development of remedial techniques regarding instructional strategies, assessment, accommodations and/or modifications to the curriculum and programs applicable to particular classroom situations. Making recommendations for additional services when appropriate, including the referral of the student/family to community agencies, services and programs as needed. Initiating and planning in-service programs for staff, parents and community members. The School Speech & Language Pathologist will be responsible for the planning and oversight of the speech program by: Contributing to the development of program guidelines as appropriate. Cooperating with local education agencies, community and/or state programs to affect comprehensive services. Attending meetings, such as faculty meetings, special education meetings and parent teacher conferences. Serving on committees, such as curriculum development committee, school-based committees, and/or speech-language program development meetings. Scheduling interventions using a variety of service delivery models, including classroom intervention, consultation/collaboration and pull-out as appropriate to meet student needs in the least restrictive environment. Applying a systematic workload model to facilitate the organization of the speech language program within the school. Collaborating with school personnel, such as teachers and psychologists, to best meet the needs of all students. Meeting with related school personnel to coordinate specific objectives for individualized educational programs. Keeping data for program planning and decision making for students. Submitting reports which meet local and state requirements. Maintaining current files for use by authorized school personnel. Safeguarding confidentiality of student records. Completes records for third party reimbursement accurately and in a timely manner as appropriate. Providing services which hold the well-being of each student paramount. Guarding against conflicts of professional interest. Demonstrating knowledge of federal, state and local rules, regulations and laws. Complying with established lines of authority within the parameters of professional standards. The School Speech & Language Pathologist will be responsible for the screening, testing, diagnosing of students and the advising of faculty, parents and administrators by: Serving on student intervention team/Individualized Education Program (IEP) team as appropriate. Working with other professionals to carry out the screening process. Using appropriate screening instruments. Observing students in educational environments. Selecting appropriate assessments based on individual student needs. Administering tests according to acceptable procedures. Obtaining pertinent case history. Obtaining data from other professionals and parents. Integrating data from a variety of assessment techniques and sources. Determining the effects of the student's impairment in regard to accessing the general curriculum. Presenting and explaining data to the IEP Team. Preparing evaluation summary. Presenting information to school personnel about language disorders as they relate to literacy and interactive communication skills. Presenting information to school personnel about speech disorders (articulation, voice, fluency) and their impact on communication and learning. Providing information to parents and teachers about speech, language and hearing development. Providing information to school personnel, parents and non-school agencies about current procedures and program guidelines. Speaking to community organizations and allied professionals, conducting workshops and providing public information when appropriate. The School Speech & Language Pathologist will be responsible for managing and conducting therapy by: Demonstrating knowledge and understanding of New York State Standards Collaborating/consulting with classroom teachers in the management of speech language disorders. Plans evidence-based interventions appropriate for individual students and groups of students. Implementing the service delivery model most appropriate to the students' degree of severity. Providing activities commensurate with students' interests and aptitudes. Modifies therapeutic instructional approaches and other functions from data gathered during therapy. Selecting/implementing evidence-based practices which support the goals and objectives of the speech and language program. Using evidence-based methods and techniques appropriate to stated objectives. Designing, selecting and/or modifying special curricula/therapy content. Using a variety of equipment, materials, devices and aids. Using systematic and evidence-based intervention strategies to foster communicative competence. Providing feedback and reinforcement to students. Requesting adequate facilities, materials and equipment. Using and maintaining facilities, materials and equipment in an optimal manner. Arranging therapy environments to create optimum learning conditions. Choosing therapy materials to meet the needs, age, cultural differences and interests of individual students. Using systematic procedures for review of student progress. Changing activities on the basis of student progress. Using language appropriate to the listener. Maintaining confidentiality of information received. Promoting respect for cultural differences. Encouraging others to understand and respect those with disabilities. The School Speech & Language Pathologist will be responsible for adhering to local, state, and federal regulations and ethical practices by: Completing procedural documentation appropriately. Demonstrating knowledge and use of testing procedures. Abiding by a professional code of ethics. Developing appropriate IEPs based on students' strengths & needs. Demonstrating awareness of professional performance in due process matters and litigious environments. Submitting to the appropriate person(s) and maintaining a schedule for speech-language screening, hearing screening, diagnostic assessments, therapy/instructional services and other activities. Providing and following schedules for assigned schools and informs appropriate personnel of departures from schedule. Keeping an updated schedule of each student's therapy. Arranging travel time to maximize contact with students and to accomplish other duties. Participating in professional meetings, symposia and workshops directly related to the speech-language-hearing profession. Reviewing speech, language and hearing literature and making use of new information during therapy and instructional procedures. Applying knowledge gained from continuing education activities. Exploring and disseminating information about new and/or improved methods for serving students. The School Speech & Language Pathologist will serve as a liaison for parents, faculty, administrators, outside agencies, and parents by: Consulting with parents and teachers relative to identified and non-identified students. Consulting with other personnel such as the principal, nurse, occupational therapist, physical therapist, psychologist, director of exceptional children, social worker, home-school coordinator, guidance counselor, other speech-language pathologists and special educators. Giving written information to teachers, parents and others on ways to foster speech language growth. Talking with teachers formally and informally about individual student's needs and progress. Requesting specific information on individual student's receiving services from non-school agencies (e.g., clinics, hospitals, physicians, health departments, day care centers, etc.) with signed release of information. Gathering general information about services offered by non-school agencies. Coordinating students' therapeutic service with those provided by non-school agencies by telephone, written communication and/or formal meetings. Determining needs for referrals, collaborates and consults with audiologists regarding hearing services. Performing hearing screenings in a timely manner. Collaborating appropriately with other allied health professionals (e.g., physicians, therapists, etc.). All parents, students, community members, employees, and all visitors to the Palmyra-Macedon CSD will experience the Pal-Mac Way by: Greeting parents, students, community members, employees, and all visitors with a friendly and helpful attitude. Displaying a customer service approach when working with others in person, on the phone, and through written and electronic communication. Being attentive to the needs of all individuals who request their assistance. Communicating clearly, both verbally and in writing. Utilizing their skills to de-escalate a situation when other people are in a heightened or excited state. The School Speech & Language Pathologist will perform all other duties as assigned by the Building Principal or Director of Special Services.

Requirements

Possess the proper New York state certification for the position.
Possess the appropriate credentials to bill Medicaid.
Physical condition commensurate with the demands of the position.
Fingerprint clearance through New York State Office of School Personnel Review and Accountability.
Proven people skills and is an effective communicator with a sense of humor. The psychologist will be positive, approachable, and respectful of others.
Willingness to become an active, engaged and visible member of the learning community.
A clear communicator in both oral and written language.
Works collaboratively with other staff members, administrators, students, and parents.
Uses problem-solving and critical thinking skills.
Listens first.
Unquestioned integrity, honesty, and diplomacy.
A motivational role model for students and staff.
Constructively deal with conflict and afford effective resolutions.
Manage stressful situations in a busy environment, prioritize conflicting needs, handling matters expeditiously, proactively, and following through on projects to successful completion, often with deadline pressures.
Maintain uncompromising confidentiality.
A lifelong learner with a willingness to learn.
Ability to work independently and with professional discretion.
Available evenings and some weekends as needed.
Ability to occasionally travel extended distances, including overnights.
Must be willing and able to receive confidential phone calls/text messages as needs arise.

Responsibilities

Provide prevention, assessment, and remediation services for students who exhibit difficulties in the areas of language, speech, voice, and fluency.
Serve as a leader as well as an effective team member working with teachers, administrators and other school personnel to make sure that each student succeeds.
Participate on the Response to Intervention Team.
Provide individual evaluations to new referrals and reevaluations to students with disabilities.
Prepare a written report for presentation to the Committee on Special Education.
Empower families to act on behalf of their children by helping parents/guardians identify student needs and shared interests, as well as access available school and community resources.
Provide service for students.
Be available at the appropriate Open House.
Encourage parental involvement.
Coordinate with community agencies for the purpose of determining appropriate treatments, etc. to meet the needs of specific students.
Consult with students, parents, teachers, administrators and members of both the school and the student services team to define and implement developmentally appropriate learning strategies for students.
Assist in the evaluation, planning and program development for children with disabilities and/or those referred to the Pupil Personnel Service (PPS) team, Saving Struggling Students Team (SSST), and/or Response to Intervention (RtI) team.
Work closely with staff members, parents and other specialists to conduct comprehensive assessments in accordance with best practice, as well as federal and state regulation.
Serve as a resource to colleagues to assist teachers in the development of remedial techniques regarding instructional strategies, assessment, accommodations and/or modifications to the curriculum and programs applicable to particular classroom situations.
Make recommendations for additional services when appropriate, including the referral of the student/family to community agencies, services and programs as needed.
Initiate and plan in-service programs for staff, parents and community members.
Contribute to the development of program guidelines as appropriate.
Cooperate with local education agencies, community and/or state programs to affect comprehensive services.
Attend meetings, such as faculty meetings, special education meetings and parent teacher conferences.
Serve on committees, such as curriculum development committee, school-based committees, and/or speech-language program development meetings.
Schedule interventions using a variety of service delivery models, including classroom intervention, consultation/collaboration and pull-out as appropriate to meet student needs in the least restrictive environment.
Apply a systematic workload model to facilitate the organization of the speech language program within the school.
Collaborate with school personnel, such as teachers and psychologists, to best meet the needs of all students.
Meet with related school personnel to coordinate specific objectives for individualized educational programs.
Keep data for program planning and decision making for students.
Submit reports which meet local and state requirements.
Maintain current files for use by authorized school personnel.
Safeguard confidentiality of student records.
Complete records for third party reimbursement accurately and in a timely manner as appropriate.
Provide services which hold the well-being of each student paramount.
Guard against conflicts of professional interest.
Demonstrate knowledge of federal, state and local rules, regulations and laws.
Comply with established lines of authority within the parameters of professional standards.
Serve on student intervention team/Individualized Education Program (IEP) team as appropriate.
Work with other professionals to carry out the screening process.
Use appropriate screening instruments.
Observe students in educational environments.
Select appropriate assessments based on individual student needs.
Administer tests according to acceptable procedures.
Obtain pertinent case history.
Obtain data from other professionals and parents.
Integrate data from a variety of assessment techniques and sources.
Determine the effects of the student's impairment in regard to accessing the general curriculum.
Present and explain data to the IEP Team.
Prepare evaluation summary.
Present information to school personnel about language disorders as they relate to literacy and interactive communication skills.
Present information to school personnel about speech disorders (articulation, voice, fluency) and their impact on communication and learning.
Provide information to parents and teachers about speech, language and hearing development.
Provide information to school personnel, parents and non-school agencies about current procedures and program guidelines.
Speak to community organizations and allied professionals, conducting workshops and providing public information when appropriate.
Demonstrate knowledge and understanding of New York State Standards
Collaborate/consult with classroom teachers in the management of speech language disorders.
Plan evidence-based interventions appropriate for individual students and groups of students.
Implement the service delivery model most appropriate to the students' degree of severity.
Provide activities commensurate with students' interests and aptitudes.
Modify therapeutic instructional approaches and other functions from data gathered during therapy.
Select/implement evidence-based practices which support the goals and objectives of the speech and language program.
Use evidence-based methods and techniques appropriate to stated objectives.
Design, select and/or modify special curricula/therapy content.
Use a variety of equipment, materials, devices and aids.
Use systematic and evidence-based intervention strategies to foster communicative competence.
Provide feedback and reinforcement to students.
Request adequate facilities, materials and equipment.
Use and maintain facilities, materials and equipment in an optimal manner.
Arrange therapy environments to create optimum learning conditions.
Choose therapy materials to meet the needs, age, cultural differences and interests of individual students.
Use systematic procedures for review of student progress.
Change activities on the basis of student progress.
Use language appropriate to the listener.
Maintain confidentiality of information received.
Promote respect for cultural differences.
Encourage others to understand and respect those with disabilities.
Complete procedural documentation appropriately.
Demonstrate knowledge and use of testing procedures.
Abide by a professional code of ethics.
Develop appropriate IEPs based on students' strengths & needs.
Demonstrate awareness of professional performance in due process matters and litigious environments.
Submit to the appropriate person(s) and maintaining a schedule for speech-language screening, hearing screening, diagnostic assessments, therapy/instructional services and other activities.
Provide and follow schedules for assigned schools and informs appropriate personnel of departures from schedule.
Keep an updated schedule of each student's therapy.
Arrange travel time to maximize contact with students and to accomplish other duties.
Participate in professional meetings, symposia and workshops directly related to the speech-language-hearing profession.
Review speech, language and hearing literature and making use of new information during therapy and instructional procedures.
Apply knowledge gained from continuing education activities.
Explore and disseminate information about new and/or improved methods for serving students.
Consult with parents and teachers relative to identified and non-identified students.
Consult with other personnel such as the principal, nurse, occupational therapist, physical therapist, psychologist, director of exceptional children, social worker, home-school coordinator, guidance counselor, other speech-language pathologists and special educators.
Give written information to teachers, parents and others on ways to foster speech language growth.
Talk with teachers formally and informally about individual student's needs and progress.
Request specific information on individual student's receiving services from non-school agencies (e.g., clinics, hospitals, physicians, health departments, day care centers, etc.) with signed release of information.
Gather general information about services offered by non-school agencies.
Coordinate students' therapeutic service with those provided by non-school agencies by telephone, written communication and/or formal meetings.
Determine needs for referrals, collaborates and consults with audiologists regarding hearing services.
Perform hearing screenings in a timely manner.
Collaborate appropriately with other allied health professionals (e.g., physicians, therapists, etc.).
Greet parents, students, community members, employees, and all visitors with a friendly and helpful attitude.
Display a customer service approach when working with others in person, on the phone, and through written and electronic communication.
Be attentive to the needs of all individuals who request their assistance.
Communicate clearly, both verbally and in writing.
Utilize their skills to de-escalate a situation when other people are in a heightened or excited state.
Perform all other duties as assigned by the Building Principal or Director of Special Services.