Speech Language Pathologist Position Available In Nassau, Florida

Position Type:

ESE Department/Speech/Language Pathologist Date Posted:

5/1/2025

Location:

District Office/Exceptional Student Education Dept

INSTRUCTIONAL VACANCY POSTING FOR 2025-2026

The following instructional vacancy is listed in the Human Resources Department for the 2025-2026 school year. Internal applicants must present a valid Transfer Request Form.

POSTING PERIOD

May 2, 2025 until filled

POSITION

Speech Language Pathologist

CERTIFICATION REQUIREMENTS 1.

Master’s Degree or higher in Speech / Language Pathology / Communication Disorders from an accredited educational institution. 2. Hold or be eligible for certification by the State of Florida in Speech/Language Pathology or licensure by the State of Florida, Department of Professional Regulations, in Speech/Language Pathology.

KNOWLEDGE, SKILLS AND ABILITIES

Comprehensive knowledge about assessment and remediation of speech / language impairments. Knowledge of federal, State and county guidelines as it relates to implementation of the speech / language impaired program. Ability to function as a member of the educational team and a strong desire to work with children. Must be able to travel to various schools.

REPORTS TO

Director, Exceptional Student Education

SUPERVISES N/A JOB GOAL

To provide a comprehensive program for students who are referred to the speech / language impaired program.

PLANNING / PREPARATION

• (01) Establish long and short range plans based on student needs and school, District and State requirements.
• (02) Select materials to support learning objectives and meet the needs of students with diverse backgrounds and special needs.
• (03) Plan a therapy program for eligible students, including implementation and annual review of the Individual Education Plan (IEP).
• (04) Participate in school-level child study teams as appropriate.
• (05) Plan and prepare work for students which is clear, compelling and engaging.
• (06) Plan and prepare lessons and instructional delivery systems with clear linkage to the school improvement plan and the District mission.
• (07) Plan and prepare instructional strategies that contribute to a climate where students are actively engaged in meaningful learning experiences.

CLASSROOM MANAGEMENT

• (08) Provide statistical information for program planning, such as, FTE information, severity rating data, end of year reports, matriculation reports, screening results, and other relevant data.
• (09) Schedule students for Speech/Language Impaired Program services taking into account the total educational setting.
• (10) Order materials and supplies for program implementation.
• (11) Prepare and maintain audit files on all speech/language impaired students.
• (12) Maintain a positive, organized, and safe learning environment.
• (13) Manage time efficiently.
• (14) Manage materials and equipment effectively.
• (15) Establish and maintain effective and efficient record keeping procedures.
• (16) Maintain a positive, organized and safe learning environment.

ASSESSMENT / MANAGEMENT

• (17) Demonstrate knowledge of techniques and instruments used to diagnose speech/language impairments.
• (18) Determine eligibility for the Speech/Language Impaired Program.
• (19) Analyze/interpret results of screening or diagnostic assessments.
• (20) Develop and use assessment strategies (traditional and alternative) to assist in the continuous development of learners.

INTERVENTION / DIRECT SERVICES

• (21) Demonstrate knowledge and understanding of assigned area (speech/language pathology).
• (22) Apply principles of learning and effective teaching.
• (23) Conduct a therapy program for eligible students, including implementation and annual review of the Individual Education Plan.
• (24) Use appropriate materials, technology, and resources to help meet students’ needs.
• (25) Use strategies appropriate for working with students from diverse backgrounds.
• (26) Provide a positive environment in which students are encouraged to be actively involved in the learning process.
• (27) Recognize overt indicators of student distress or abuse and take appropriate intervention, referral, or reporting actions.
• (28) Assist the audiologist in conducting hearing screenings and medical follow-up for referred students.
• (29) Use effective, positive intercommunication skills.
• (30) Interpret educational policies, programs, and procedures relative to the Speech/Language Program.

TECHNOLOGY

• (31) Use appropriate technology in delivery of speech and language services.
• (32) Use technology to establish an atmosphere of active learning.
• (33) Provide students with opportunities to use technology and share information with others.
• (34) Utilize assistive technology to establish an atmosphere of active learning as indicated on the IEP.
• (35) Explore and evaluate new technologies and their educational impact.
• (36) Use technology to review student assessment data.
• (37) Use technology for administrative tasks.

COLLABORATION

• (38) Communicate effectively, both orally and in writing, with other professionals, students, parents, and community members.
• (39) Collaborate with peers to create a quality instructional environment.

STAFF DEVELOPMENT

• (40) Provide information and/or in-service to teachers, administrators, and other school staff.
• (41) Engage in continuing improvement of professional knowledge and skills.
• (42) Periodically conduct a personal assessment to determine professional growth needs with reference to the specific instructional assignment and district programs.
• (43) Participate in district sponsored staff development programs.
• (44) Manage within an organizational context a personal professional development program by setting specific goals and timetables.

PARENTAL INPUT

• (45) Seek out multiple data sources providing evidence of student growth and developmental needs.

Examples include:

parent interaction, collegial team interaction and planning.

• (46) Consult with parents, teachers, principals, and others as appropriate, concerning general guidelines of speech and language development and specifically about students enrolled in the program.
• (47) Collaborate with students, parents, school staff, and other appropriate persons to assist in meeting student needs.

PROFESSIONAL RESPONSIBILITIES

• (48) Act in a professional and ethical manner and adhere to the Code of Ethics and Principles of Professional Conduct of the Education Profession at all times.
• (49) Perform and fulfill professional responsibilities.
• (50) Support school improvement activities, services, and programs through active participation.
• (51) Contribute to the overall school mission by supporting various school committees and services such as PTO, School Advisory Committee, text book selection, curriculum development, student activities, and accreditation.
• (52) Share experience and new learning by mentoring new colleagues.
• (53) Uphold the best interest of students, staff, and community in support of the District’s Mission Statement.
• (54) Perform other incidental tasks consistent with the goals and objectives of this position.

INTERIM STUDENT GROWTH

• (55) Ensure that student growth and achievement is continuous and appropriate for age group, subject area and/or student program classification.

(Student growth must be measured by State assessments required under 1008.22 F.S. and by local assessments for subjects and grade levels not measured by the State assessment program.)

PHYSICAL REQUIREMENTS

Light Work:

Exerting up to 20 pounds of force occasionally and/or up to 10 pounds of force as frequently as needed to move objects.

TERMS OF EMPLOYMENT

Salary and benefits shall be paid consistent with the District’s approved compensation plan. Length of the work year and hours of employment shall be those established by the District.

EVALUATION

Performance of this job will be evaluated in accordance with provisions of the Board’s policy on evaluation of personnel.

• Essential Performance Responsibilities Job Description Supplement Code 3