Provides speech and language services in City Schools. Provides consultation with school staff, conducts formal and informal speech and language assessments of students for school educational planning and placement as part of the IEP process, as well as consultation with or referral to available resources in City Schools and the community. Provides interventions for students, consultation with parents and staff, and participates in prevention initiatives at the school level. Provides in-service training for staff in areas of expertise related to speech language pathology. Participates in meetings regarding children with special needs, i.e., educational management team meetings, parent meetings, IEP team meetings, Student Support Team meetings, legal briefings and hearings, and other meetings as required. Submits all appropriate documentation required by City Schools and federal/state laws and regulations.
- Works with students exhibiting the full range of communication disorders, including those involving language, articulation (speech sound disorders), fluency, and voice/resonance. Myriad etiologies may be involved.
- Addresses personal, social/emotional, academic, and vocational needs that have an impact on attainment of student educational goals
- Offers assistance in addressing the linguistic and metalinguistic foundations of curriculum learning for students with disabilities, as well as other learners who are at risk for school failure, or those who struggle in school settings.
- Contributes significantly to the literacy achievement of students with communication disorders, as well as other learners who are risk for school failure, or those who struggle in school settings.
- Ensures that all students receive quality, culturally competent services by distinguishing language disorders from other factors that may include cultural and linguistic differences, socioeconomic factors, lack of adequate prior instruction, and the process of acquiring the dialect of English used in the schools.
- Addresses the impact of language differences and second language acquisition on student learning and provides assistance to teachers in promoting educational growth.
- Uses evidence-based practice in prevention approaches to prevent academic failure for students (ex: Response to Intervention).
- Conducts assessments within established timelines in collaboration with others that help to identify students with communication disorders as well as to inform instruction and intervention, consistent with evidence-based practice.
- Provides individual, group and classroom-based interventions appropriate to the age and learning needs of each individual student and is selected through an evidence-based decision-making process: Provides program support as needed to Early learning Programs, Autism Programs, Life Skills Programs, Pride Programs, etc.
- Configures school wide programs that employ a continuum of service delivery models in the least restrictive environment for students with disabilities.
- Gathers and interprets data with individual students, as well as overall program evaluation.
- Responsible for meeting federal and state mandates as well as local policies in performance of duties, including: Individual Educational Program (IEP) development, Medicaid billing, report writing, and treatment plan/therapy log development.
- Collaborates with other school professionals, community agencies, and families to meet students' needs.
- Provides training to parents of students of all ages with regard to communication development and disorders.
- May supervise student SLPs and clinical fellows, as well as mentor other SLPs.
- Performs and promotes all activities in compliance with equal employment and nondiscrimination policies; follows federal laws, state laws, school boards policies and the professional standards.
Maximum Salary 90132.00
Minimum Salary 51925.00
- Master's degree in Speech Pathology. Degree must be from an accredited college or institution.
- Eligible for license (or limited license if applicable) in Speech Pathology from the Department of Health and Mental Hygiene.
- Certificate of Clinical Competence (CCC) from the American Speech and Hearing Association (ASHA) preferred.
- Thorough knowledge of child development, speech and language development and therapeutic interventions. Familiarity with federal laws and regulations as they apply to school systems.
- Knowledge of early intervention therapeutic techniques and assessments.
- Excellent skills in speech and language assessment, evaluation and feedback, individual and group intervention, and therapy principles.
- Excellent oral and written communication and human relations skills.
- Ability to work well with students, parents, and staff.
- Ability to use technical computer applications, including the Internet and Microsoft Office applications. Other combinations of applicable education, training, and experience which provide the knowledge, abilities, and skills necessary to perform effectively in the position may be considered.
Full time or Part time Full time
Qualified candidates for the above position must submit the following:
- Completed online application
- Resume that clearly demonstrates the above minimum qualifications. It is important that you include all experiences and education related to the position to which you are applying.
- Upload copies of all transcripts -undergraduate, graduate
- Upload copy of license
- Must provide three (3) professional references to include: name, title, business address, e-mail address and phone number
- All documentation/certification necessary (scanned copies accepted) to substantiate minimum qualifications; must be uploaded into application
Benefits -- This position is eligible for benefits. To review the available options please see the information relevant to the union for this position by viewing the following link: http://www.baltimorecityschools.org
Notice of Nondiscrimination
Baltimore City Public Schools does not discriminate on the basis of race, color, ancestry or national origin, religion, sex, sexual orientation, gender identity, gender expression, marital status, disability, veteran status, genetic information, or age in its employment, programs and activities and provides equal access to the Boy Scouts of America and other designated youth groups. For inquiries regarding the nondiscrimination policies, please contact Equal Opportunity Manager, Title IX Coordinator Equal Employment Opportunity and Title IX Compliance Office 200 E. North Avenue, Room 208 Baltimore, MD 21202; 410-396-8542 (phone); 410-396-2955 (fax). This position is affiliated with the Baltimore Teachers Union (BTU) bargaining union.