26-27 Speech-Language Pathologist (Full-time & Part-time)

The Quad Preparatory School•New York, NY

2d•$65,000 - $85,000•Onsite

About The Position

The Quad Preparatory School is looking for full-time and part-time speech-language pathologists to join our Lower and Upper School division for the 2026-27 school year. The Lower School SLP works with a caseload of lower school (i.e., K-6th grade) students. The Upper School SLP works with a caseload of middle school and high school (i.e., 6th-12th grade) students. Clinical services in our school are provided in a highly collaborative and integrated manner so as to generalize skills for success in natural and nuanced environments. Our speech-language staff play an integral role in maintaining the social-cognitive support integrated throughout our program, which is a foundational aspect of The Quad Preparatory School. In addition to addressing students’ social-cognitive needs, our speech and language team provides language-based intervention. The SLP will have the opportunity to receive mentorship from senior clinicians, as well as through our consultative services provided by members of the Social Thinking® Training and Speakers’ Collaborative.

Requirements

Master’s degree in speech-language pathology/communication sciences and disorders
New York State licensure (or eligible) in speech-language pathology
ASHA certification
Experience working with lower school or middle school and high school-age students
Experience working with children with varying learning needs
Experience with social-cognitive interventions
Passion for working with children
Desire and ability to work with students with special needs
Ability to connect with middle and high school- age children
Knowledge of various clinical interventions and use of a collaborative approach to meet the unique needs of each child
Effective oral and written communication skills
A solid understanding of adolescent children’s academic, social, and emotional development
Attention to detail
Maintaining confidentiality and privacy
Ethical conduct
Time management and the ability to multitask
Teamwork and collaboration
Patience and flexibility

Nice To Haves

Experience working with twice-exceptional youth

Responsibilities

Provide individual and group speech and language therapy to students based on individualized treatment plans
Use a social-cognitive framework and the school’s specific psychosocial curriculum for pragmatic language therapy, based on the foundations of the Social Thinking® methodology and treatment tools
Provide language-based literacy intervention and support academic staff in implementation of literacy strategies
Screen students for possible speech and/or language delays/disabilities when concern is reported by parent(s) or teacher(s) or at clinician’s discretion with supervisor approval
Advise and coach teachers and staff in regards to each child's individual social and language-based needs
Collaborate with other clinical staff and academic staff to integrate explicit instruction in executive functioning and social cognitive skills in academic classes throughout the school day
Participate in calls with outside providers and parents as much as is needed and at a minimum of once per month for each family
Meet with parents/guardians to provide feedback on pupils’ progress as needed and minimum at scheduled parent-teacher conferences
Participate in weekly Psychosocial Team meetings with all faculty and staff
Actively participate in supervision sessions with direct supervisor
Demonstrate working knowledge of executive functioning domains (e.g., planning, organization, task initiation, working memory, cognitive flexibility, self-monitoring, emotional regulation).
Apply EF frameworks consistently in treatment planning and intervention.
Demonstrates curiosity and actively learn about the cognitive, social-emotional, and EF profiles of gifted and twice-exceptional (2e) learners.
Apply evidence-based practices that reflect the intensity, complexity, and asynchronous development common in gifted populations.
Engage in ongoing professional development related to EF, gifted education, and neurodiversity.
Utilize school’s platforms for staff-family and staff-student communication, goal tracking, etc., including Zoom, Google Suite, Altitude Learning platform
Complete session notes, other data tracking of student goals, and report cards
Perform other duties as assigned