SPED- Speech and Language Pathologist, Agua Dulce

iLEAD California Charters•Castaic, CA

54d•$75,000 - $126,480

About The Position

The Student Support Speech & Language Pathologist assesses and identifies communication disorders and collaborates with learners and families to provide interventions appropriate to each learner’s age and learning needs. The position works under the direction and supervision of the Director of Student Support and Leadership and reports to the Site Director, with the Director of Student Support and/or designee also listed as a reporting contact. The role supports learners with a broad range of communication disorders and contributes to literacy achievement, appropriate special education services, and positive learner outcomes. It includes collaboration with school staff and families, program development and evaluation, and compliance with applicable federal and state requirements and local policies. The employee is also expected to contribute to a collaborative, inclusive, and continuously improving workplace.

Requirements

Master’s degree from an accredited school of speech-language pathology or communicative disorders.
American Speech-Language-Hearing Association Certificate of Clinical Competence in speech pathology or audiology.
California state license issued by the State of California Board of Medical Quality Assurance Speech Pathology and Audiology Examining Committee.
Supervision CEUs for SLP Assistant supervision coursework as required by the SLPAB.
Two years of related experience.
Experience educating learners with special needs.
Knowledge and understanding of state, local, and federal regulations and policies affecting special education.
Ability to work under pressure, assess priorities, and meet deadlines.
Ability to establish and maintain effective relationships with diverse groups, including learners, parents, staff, and the community.
Ability to problem-solve and multitask, cooperate as a team member, and maintain effective relationships in a team-oriented environment.
Excellent verbal and written communication and interpersonal skills.
High level of personal and professional integrity and trustworthiness.
Ability to thrive in a collaborative, team-based, fast-paced environment.
Ability to maintain confidentiality of learners and their records.
Ability to establish and maintain friendly, cooperative, and effective working relationships with learners, learners with special needs, parents, facilitators, the care team, and administration.
Ability to demonstrate moral character and behavior as an effective role model for learners.
Ability to work well and deal tactfully with administrators, employees, parents, learners, and the public.
Ability to communicate information in person, by telephone, and by computer; read detailed documentation and analyze data; write professionally by hand and using computer software; and speak publicly to groups.
Ability to make informed, quick decisions in situations that require them and navigate high-stress situations professionally.
Ability to supervise or manage workers and delegate as needed in project management situations.
Ability to adjust or move objects up to 50 pounds in all directions.
Ability, when needed to support a school or education program, to travel by public transit and operate a vehicle for self-transportation between worksites.

Nice To Haves

Experience in an education setting and/or real-world experience being non-traditional, flexible, open-minded, and collaborative.

Responsibilities

Work with students exhibiting communication disorders involving language, articulation, fluency, voice/resonance, and swallowing.
Contribute to literacy achievement for students with communication disorders and other learners who are at risk for school failure or who struggle.
Conduct assessments collaboratively to identify communication disorders and inform instruction and intervention.
Provide age- and learning-appropriate intervention, including for children who are educationally at risk.
Configure school-wide programs using a continuum of service delivery models in the least restrictive environment for students with disabilities and other appropriate students.
Gather and interpret data with individual students and for overall program evaluation.
Meet federal and state mandates and local policies, including IEP development, report writing, and treatment plan and therapy log development.
Collaborate with Facilitators, Student Support, Education Specialists, counselors, and others to design and implement programs.
Engage families in planning, decision-making, and program implementation.
Engage students in goal planning, intervention implementation, progress monitoring, and age- and ability-appropriate self-advocacy.
Take initiative and responsibility for assigned work and contribute to a collaborative, innovative team environment.
Seek continuous improvement and participate in professional development and other activities to maintain professional competence.
Promote a supportive work environment, diversity, equity, inclusion, ethical behavior, and social responsibility.
Represent iLEAD and the school positively and professionally in interactions and communications.
Perform other responsibilities as defined by the designated supervisor.