Speech-Language Pathologist

Great Prairie AEA•Burlington, IA

17h

About The Position

Great Prairie Area Education Agency has an opening for a Speech-Language Pathologist. Prorated contract (plus 2 orientation days initial year) depending on the agreed upon start date as soon as January 2026, or the 2026-2027 school year. Position may serve Region(s) 1, 2, 3, 4, 5 or 6. Region 1: Albia, Centerville, Chariton, Moravia, Seymour, Wayne. Region 2: Eddyville Blakesburg Fremont, Keota, North Mahaska, Oskaloosa, Oskaloosa Christian, Pekin, Sigourney, Tri-County. Region 3: Cardinal, Davis County, Moulton-Udell, Ottumwa, Ottumwa Christian and Seton Catholic. Region 4 : Fairfield, Maharishi, Mediapolis, Morning Sun, Mt. Pleasant, WACO, Wapello and Winfield-Mt. Union. Region 5 : Burlington, Burlington Notre-Dame, Danville, New London, and West Burlington. Region 6: Central Lee, Fort Madison, Holy Trinity Catholic, Keokuk, Keokuk Catholic, and Van Buren County. Position Overview: Partners with educators, families and communities to provide effective learning environments for all students. Helps ensure success for all learners. Provides services to individuals with communicative disabilities, birth-21, through a variety of service delivery models, while collaborating and integrating within the total educational framework.

Requirements

Master's degree related to speech-language pathology from an accredited institution
Iowa license with B-21 Speech-Language Pathologist endorsement, or Department of Public Health license with Board of Educational Examiners (BOEE) Statement of Professional Recognition.
Ability to communicate effectively and maintain effective working relationships.
Ability to function effectively as a team member and work collaboratively with others and independently as appropriate.
Ability and willingness to be flexible and respond to the changing needs of clients and the Agency.
Ability to integrate educational theory, research and expertise into appropriate practices for local contexts, in a service style that facilitates positive change and continuous improvement.
Effective presentation and group facilitation skills.
Ability to use data to make educationally sound decisions.
Knowledge of best practices in curriculum, instruction and assessment.
Knowledge of applicable rules and laws that govern educational decisions.
Ability to read and interpret documents, write reports and correspondence, and apply appropriate mathematical concepts.
Ability to use and integrate technology appropriately in daily work which includes, but is not limited to, efficient operation of telephone and voice mail systems and application of basic computer skills to effectively use e-mail, internet and word processing.
Ability to travel between schools/sites served.
Normal, routine levels of activity related to bending, carrying, climbing, hearing, lifting, reaching, sitting, standing, vision and walking, and may also involve above-average levels of activity at times that can't always be anticipated.

Responsibilities

Supports total school/community efforts to create a positive learning environment for students/children.
Serves as liaison among AEA, district building(s), families and community and collaborates with various teams to assure positive outcomes for all learners.
Models, implements and assesses strategies related to learning, social, emotional and behavioral needs to enhance educational programming for all learners.
Provides ongoing support to educational staff related to applicable rules and laws.
Integrates research into the design of best practices.
Consults with teachers and administrators regarding best practices for classroom and building educational programs.
Follows policies, procedures, standards and rules in accordance with national and state laws, the Iowa Dept. of Education and Great Prairie AEA, which includes, but is not limited to, developing and maintaining proper and adequate records and documentation.
Gathers child specific information by observing, interviewing, and sampling communication behaviors from multiple sources and settings including the child, parent, school/teacher, and home.
Provides a continuum of remedial services to the student with a communication deficit, which may include home programming, consultation with parents and/or teachers, classroom programs and individual or group intervention.
Disseminates information relative to the communication process and speech and language services to teachers, parents, and LEA and AEA profession groups as requested.
Participates in projects, committees or activities to support the Agency's mission, goals and priorities.
Demonstrates self-discipline and initiative to produce high-quality, organized and dependable results.
Conveys a positive and professional image to staff and public.
Handles information in a confidential manner in accordance with established policies and legal requirements (FERPA, HIPAA, etc.)
Pursues professional growth opportunities and relationships to keep current with and influence educational directions.
Provides professional support for students and others to include: mentoring, practicums, job-shadowing, observation or other professional experiences.
Directly and indirectly facilitates literacy for children with and without communication disorders.
Performs such duties as may be assigned.