Speech-Language Pathologist

Framingham Public Schools•Framingham, MA

5d•Onsite

About The Position

The Speech-Language Pathologist is accountable for providing diagnostic and therapeutic services to students with speech and language disorders consistent with the policies of the Framingham Public Schools and in compliance with state and federal Special Education regulations. By delivering evidence-based clinical interventions and fostering strong school-family partnerships, the Speech-Language Pathologist ensures that all students have equal access to high-quality instruction and communication success. This commitment aligns with Framingham Public Schools’ high expectations for achievement, equal access to quality instruction, academic proficiency for all students, and closing the achievement gap among subgroups within the schools.

Requirements

Valid Massachusetts Teaching License in: Speech-Language Pathology (All Levels)
American Speech-Language-Hearing Association Certificate of Clinical Competency
Master’s Degree from an accredited college or university in Speech-Language Pathology (with a supervised internship)
Proven track record of conducting comprehensive diagnostic testing and delivering high-quality therapeutic support.
Ability to design and implement specialized programs for students with language, speech, and hearing disabilities, including the use of instructional technology like AAC devices to individualize instruction.
Proficiency in selecting, administering, and interpreting standardized diagnostic tests to inform clinical decisions and track student progress toward IEP goals.
Ability to work effectively within Professional Learning Communities (PLCs) and multidisciplinary teams to develop proactive, school-wide strategies that promote academic success and social-emotional wellness.
Skill in providing advice and expertise to general education teachers and school staff; serving as a liaison between families, school-based teams, and community agencies to coordinate complex cases.
Mastery of restorative justice, conflict transformation, and de-escalation techniques; ability to provide immediate crisis intervention and lead re-entry meetings for students returning from outside placements.
Thorough knowledge of the principles, practices, and ethical standards of school social work/counseling, including the maintenance of clinical confidentiality and accurate record-keeping.
Proficiency in using Google Workspace for Education and specialized data-tracking software to manage caseloads, monitor progress, and facilitate collaborative planning.
Ability to communicate clearly and concisely to diverse stakeholders, effectively translating clinical observations into actionable educational strategies for teachers and parents.
Demonstrated cultural proficiency and competence in fostering an equitable and inclusive district environment for all staff, students, and families, ensuring language accessibility in all clinical communications.
Maintain regular, predictable, and punctual attendance; exhibit professional composure and objective judgment when responding to high-stakes emotional situations or behavioral escalations.
Must move about and traverse throughout the school building and grounds; requires the ability to navigate effectively throughout classrooms, cafeterias, and playgrounds for supervision and instruction.
Must be able to engage in frequent standing, walking, bending, stooping, kneeling, and reaching.
Must navigate tight spaces between desks and move furniture to reorganize learning spaces.
Often remains in a stationary position for considerable periods of time for instructional delivery, administrative tasks, and meetings.
Must be able to see and hear continuously to ensure student safety, monitor classroom operations, and provide instruction in active school environments. Continuous need for close and distance vision to monitor students, along with auditory acuity to hear in crowded environments.
Must communicate effectively and clearly with students, parents, and district personnel in person, via email, and on the telephone or video conference.
Frequent use of hands to finger, handle, or feel. Must be able to operate a computer, input data, and utilize instructional technology and office productivity machinery continuously throughout the day.
Ability to lift, move, and position classroom materials and equipment (up to 30 lbs) such as books, supplies, and bulk student devices.
Must be able to adapt to dynamic, higher-noise school environments during classroom instruction, recess, and observations.
Must be able to sustain exposure to high noise levels, classroom germs, and potential for rapid temperature changes.
Must interact routinely with diverse stakeholders, meet multiple high-level demands simultaneously, and maintain focus on student needs amid frequent interruptions.
Ability to navigate and function effectively within diverse school settings, including classrooms, cafeterias, and playgrounds, which involve varying noise levels and high-activity environments.
Ability to sustain a very high level of social interaction.
Capacity to remain calm and professional when exposed to student behavioral challenges or high-stakes emotional situations; ability to model and apply de-escalation techniques as needed.
Likely to be placed in conflict situations where parents and students might become angry or unpleasant on a regular basis.

Nice To Haves

Experience working with pediatric or adolescent populations with neurological or physical disabilities is preferred.
Bilingual proficiency in Spanish and/or Portuguese is encouraged.

Responsibilities

Provide speech and language screenings and comprehensive assessments; select, administer, and interpret diagnostic tests to identify student needs.
Plan and implement remedial programs, strategies, and techniques for students with language, speech, and hearing disabilities.
Monitor and evaluate student progress, adjusting therapeutic activities and materials as needed to ensure optimal growth.
Provide direct instruction and therapy sessions in alignment with established school objectives and student-specific needs.
Consult with parents, faculty, administrators, and specialists concerning the language, speech, and hearing needs of students.
Respond to inquiries and provide information concerning program activities, providing referrals to outside agencies when appropriate.
Serve as an active member of IEP and student study teams, interpreting clinical findings for diverse stakeholders.
Act as a bridge between the school community and external clinical providers to ensure a cohesive support network for students.
Coordinate and present in-services and staff consultations regarding communication disorders and special education procedures.
Regularly provide advice and expertise to general education teachers to support the creation of effective academic and social/emotional learning environments.
Collaborate with the interdisciplinary team to coordinate and implement behavior management techniques within the therapeutic setting.
Assist families in understanding communication disorders and implementing home-based strategies.
Design, implement, and monitor Individual Educational Plans (IEP) and develop Plans of Care for Medicaid-eligible students.
Maintain accurate daily records and data collection to document attendance and progress, ensuring all Medicaid documentation requirements are met.
Prepare and maintain a variety of clinical reports related to diagnostic testing and program activities.
Manage time, materials, and equipment effectively to balance a complex caseload across the district.
Commits to ongoing professional development, staying current with evidence-based practices and antiracist pedagogical frameworks.
Contributes to the school community by participating in staff meetings, serving on committees, and supporting extracurricular activities as directed.
Plans and supervises purposeful assignments for educational support staff and volunteers to maximize their impact on student learning.
Other duties as assigned.