DALEVILLE CITY SCHOOLS SPEECH-LANGUAGE PATHOLOGIST JOB DESCRIPTION QUALIFICATIONS

(1) Bachelor's degree from an accredited educational institution. (2) Valid Alabama certification in Speech Language Pathology. (3) Must meet highly qualified status as specified by the No child Left Behind Act regulations and requirements. (4) Must meet background clearance requirements as specified by Alabama statutes and State Board of Education regulations.

KNOWLEDGE, SKILLS AND ABILITIES

Knowledge of assessment and remediation of speech/language impairments. Ability to develop and implement treatment plans. Ability to maintain confidentiality. Ability to maintain accurate records and manage time efficiently. Knowledge of child development and especially of characteristics of students in the age group assigned. Ability to use current technology. Ability to assess levels of student achievement effectively, analyze test results and prescribe actions for improvement. Ability to maintain appropriate student supervision so that students have a safe and orderly environment in which to learn. Knowledge of local, state and federal laws and policies related to teaching responsibilities. Ability to communicate effectively, both orally and in writing. Ability to work effectively with peers, administrators and others.

REPORTS TO

Principal

JOB GOAL

To provide a comprehensive program of speech/language services to appropriately identified students and to assist them in becoming effective communicators.

SUPERVISES

N/A

PERFORMANCE RESPONSIBILITIES

(1) Determine eligibility for the speech/language program.
(2) Identify students who have speech and/or language impairments through screening and/or diagnostic assessments.
(3) Develop and write an Individual Education Plan (IEP) for every student enrolled in the speech and language program.
(4) Use input from parents, teachers, and others involved with the students to develop the IEPs.
(5) Plan educationally relevant therapy.
(6) Conduct educationally relevant therapy for eligible students.
(7) Provide appropriate instruction and accommodate students with special needs.
(8) Select or prepare materials and supplies for program implementation, including therapy, classroom, and home activities.
(9) Use appropriate materials, technology and resources to help meet learning needs of all students.
(10) Sequence activities appropriately.
(11) Establish schedules for delivery of services.
(12) Implement the IEP.
(13) Assess student progress and communicate that information knowledgeably and responsibly to students, parents, and professional staff.
(14) Reevaluate students enrolled in the speech and language program every three years or as necessary.
(15) Ensure that student growth/achievement is continuous and appropriate for age group and student program classification.
(16) Consult with and serve as a resource to teachers about speech and language disorders.
(17) Establish and maintain a positive, collaborative relationship with students' families to increase student achievement.
(18) Monitor and share progress toward goals with parents and teachers.
(19) Provide consultation and follow-up services as needed.
(20) Provide teachers with strategies for classroom accommodations and modifications.
(21) Provide training and/or information for parents, teachers, and administrators.
(22) Assist in the implementation of school rules, administrative regulations, and School Board policies.
(23) Recognize overt indicators of student distress or abuse and take appropriate intervention, referral, or reporting action.
(24) Attend staffing and other meetings as required.
(25) Participate in the Building Based Student Support Team (BBSST), when applicable, to assist in suggesting interventions and selecting students for evaluation.
(26) Use technology resources effectively.
(27) Prepare and maintain audit files on students in the speech/language program.
(28) Prepare reports and interpret state standards for program eligibility.
(29) Prepare required reports and maintain all appropriate records.
(30) Create or select long-range plans based on a review of system and state curriculum priorities, student profiles and instructional priorities.
(31) Define goals and objectives for unit and daily plans.
(32) Develop or select instructional activities which foster active involvement of students in the learning process.
(33) Identify specific intended learning outcomes which are challenging, meaningful and measurable.
(34) Plan and prepare a variety of learning activities considering individual student's culture, learning styles, special needs and socio-economic background.
(35) Plan and prepare lessons and instructional strategies which support the school improvement plan and the system mission.
(36) Demonstrate knowledge and understanding of curriculum content.
(37) Provide quality work for students which is focused on meaningful, relevant and engaging learning experiences.
(38) Select, develop, accommodate and/or adapt materials and resources which support learning objectives and address students' varying learning styles, backgrounds and special needs.
(39) Sequence content and activities appropriately.
(40) Use appropriate material, technology and resources to help meet learning needs of all students.
(41) Create a learning climate that is challenging yet non-threatening.
(42) Establish and maintain a positive and safe learning environment in which students are encouraged to be actively engaged in the learning process.
(43) Apply principles of learning and effective teaching in instructional delivery.
(44) Assist students in assessing, interpreting and evaluating information from multiple sources.
(45) Communicate high learning expectations for all students.
(46) Maintain academic focus by using a variety of motivational techniques.
(47) Maintain instructional momentum with smooth and efficient transitions from one activity to another.
(48) Provide appropriate instruction and accommodations for students with special needs including special education students and students who have limited proficiency in English.
(49) Provide instruction on safety procedures and proper handling of materials and equipment.
(50) Use a variety of instructional strategies appropriate for teaching students from diverse backgrounds with different learning styles and special needs.
(51) Use appropriate techniques and strategies to enhance the application of critical, creative and evaluative thinking capabilities of students.
(52) Develop and use assessment strategies to assist the continuous development of learners.
(53) Encourage self-assessment by students and assist them in developing plans for improving their performance.
(54) Monitor learning activities, providing feedback and reinforcement to students.
(55) Provide feedback to students about the appropriateness of responses and quality of work with a focus on improving student performance.
(56) Use ongoing assessment to monitor student progress, verify that learning is occurring and adjust curriculum and instruction.
(57) Ensure that student growth and achievement are continuous and appropriate for age group, subject area and/or student program classification.
(58) Evaluate the effectiveness of instructional units and teaching strategies.
(59) Interpret and use data for diagnosis, instructional planning and program evaluation.
(60) Revise plans based on student needs.
(61) Establish and use behavior management techniques which are appropriate and effective.
(62) Establish routines and procedures and work with students on consistently following them.
(63) Foster student responsibility, appropriate social behavior, integrity, valuing of cultural diversity, and respect for self and others by role modeling and learning activities.
(64) Collaborate with students, parents, school staff and other appropriate persons to assist in meeting student needs.
(65) Communicate effectively, orally and in writing, with other professionals, students, parents and community.
(66) Communicate, in understandable terms, individual student progress knowledgeably and responsibly to the student, parents and professional colleagues who need the information.
(67) Provide accurate and timely information to parents and students about academic performance and behavior of students.
(68) Recognize overt indicators of student distress or abuse and take appropriate intervention, referral, or reporting actions.
(69) Maintain contact with appropriate community resources and law enforcement agencies that can provide needed services.
(70) Assist others in acquiring knowledge and understanding of particular area of responsibility.
(71) Work with other teachers in curriculum development, special activities, and sharing ideas and resources.
(72) Assist in implementation of school rules, administrative regulations and School Board policy.
(73) Develop routines and efficient techniques for minimizing time required for administrative and organizational activities.
(74) Organize materials for efficient distribution and collection.
(75) Manage materials and equipment effectively.
(76) Organize procedures, practices, materials, and routines for the effective use of instructional time and for the completion of administration activities.
(77) Establish and maintain efficient record keeping procedures.
(78) Maintain a clean, attractive, and organized learning environment.
(79) Use time effectively.
(80) Instruct and monitor the work of volunteers and aides when assigned.
(81) Act in a professional and ethical manner and adhere to professional standards at all times.
(82) Comply with policies, procedures and programs.
(83) Demonstrate attention to punctuality, attendance, records and reports.
(84) Exercise appropriate professional judgment.
(85) Maintain confidentiality of student and other professional information.
(86) Support school improvement initiatives by active participation in school activities, services and programs.
(87) Conduct a personal assessment periodically to determine professional development needs with reference to specific instructional assignment.
(88) Develop and implement a professional development plan annually in accordance with state and system requirements.
(89) Engage in continuing improvement of professional knowledge and skills.
(90) Keep abreast of developments in diagnosis, speech therapy, instructional methodology, and learning theory. Perform other tasks consistent with the goals and objectives of this position.
Essential Performance Responsibilities

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. Job Description Supplement 03 TERMS

OF EMPLOYMENT

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

EVALUATION

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