Long Term Substitute -Speech Language Pathologist

Bucks County Intermediate Unit•Warminster, PA

5d•Onsite

About The Position

The Speech-Language Pathologist (SLP) will access needs, plan strategies, and deliver evidence-based support to students with communicative disabilities across a variety of educational settings to include general and special education classrooms, specialized schools and community settings. Students may have single sound errors or multiple disabilities, and in working with students, the therapist must be adept at implementing and documenting varied strategies and deploying a variety of service delivery models to enhance communicative competence. Services provided by the SLP include assessment and intervention in speech sound disorders, voice, language, pragmatics, fluency, literacy (phonology), augmentative and alternative communication (AAC) and dysphagia. Qualified applicants will possess strong interpersonal and organizational skills. Bilingual candidates are encouraged to apply. This position is not eligible for remote work, telecommuting, or off-site work arrangements.

Requirements

Master’s Degree in Speech-Language Pathology
Pennsylvania Department of Education (Instructional or Specialist) certificate in Speech-Language Impaired PK-12
Certificate of Clinical Competence in Speech-Language Pathology (CCC-SLP)
License to practice Speech Language Pathology issued by PA Bureau of Professional and Occupational Affairs
Strong understanding of current Pennsylvania and Federal Special Education Regulations
Clinical competence to support a wide range of communicative needs
Effective oral and written communication skills
Knowledge of computer technology and Augmentative-Alternative Communication
Compliance with health, safety and confidentiality regulations
Citizenship or work authorization to work in the United States
Ability to collaborate with multidisciplinary colleagues on IU and district initiatives
High level organization and time management skills
Strategic thinking in the delivery of services to students
Ability to sit, communicate effectively, use hands for fine motor tasks, and move throughout the work environment.
Ability to walk, stand, reach, bend, kneel, crouch, and position at student level for extended periods of time.
Ability to lift up to 10 pounds frequently and up to 25 pounds occasionally.
Ability to perform active supervision of students across various educational settings.
Specific vision abilities required: close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.
Ability to hear and interpret sounds within the environment.

Nice To Haves

Clinical Fellowship (CF) candidates who are eligible to begin or are currently completing the ASHA Clinical Fellowship will be considered for Long Term Substitute (LTS) positions in the Related Services program, while pursuing the CCC-SLP and license.
Bilingual candidates are encouraged to apply.
Certain assignments may require assisting students with mobility or physical support needs that exceed 25 pounds, with appropriate training and support provided in accordance with program expectations and safety procedures.
Employees may work in environments with elevated noise levels and varying behavioral or emotional support needs.

Responsibilities

Access needs, plan strategies, and deliver evidence-based support to students with communicative disabilities.
Implement and document varied strategies and deploy a variety of service delivery models.
Provide assessment and intervention in speech sound disorders, voice, language, pragmatics, fluency, literacy (phonology), augmentative and alternative communication (AAC) and dysphagia.
Develop Individual Educational Plans (IEPs) in compliance with state and federal guidelines.
Collect and analyze data for progress monitoring.
Collaborate with multidisciplinary colleagues on IU and district initiatives.
Provide guidance, support, and collaboration with colleagues and team members as needed.
Perform regular attendance and reliable on-site presence.
Respond appropriately and efficiently to students, classroom, or safety needs.
Implement approved crisis intervention techniques.
Support students with diverse educational, behavioral, communication, and personal care needs.
Maintain a safe and supportive learning environment.