Speech and Language Pathologist

Speech and Language Pathologist – 2020-2021 School Year

Purpose

The purpose of the Speech and Language Pathologist position is to instruct students using teaching methods based on the unique needs of students with ADHD, Dyslexia, and other learning differences.  Pathologists have the specific responsibility for supervising individual or small groups of students and in other assigned areas; developing lesson plans and delivering group and individual student instruction within established curriculum guidelines; collaborating with other teachers, other professional staff, and administrators in addressing instructional and/or classroom issues; and responding to a wide range of inquiries from students’ parents or guardians regarding instructional program and student progress.

This position reports to the SLP Coordinator.


Duties and Responsibilities

  • Understanding of and a commitment to Marburn Academy’s Vision and Mission
  • Conduct self in presence of students, parents, and visitors in manner which models the core values and behaviors Marburn seeks to teach
  • Consistently and effectively use the Marburn Problem Solving System
  • Develop and sustain relationships with colleagues, parents, and members of the Marburn Academy community that are professional, collegial, and collaborative
  • Manage personal problems in manner which does not interfere with professional performance
  • Manage confidentiality aspect of student, parent, and colleague relationships, and of internal Marburn affairs according to established school guidelines
  • Establish and maintain appropriate personal “boundaries” in relationships with students, parents, and colleagues
  • Carry out lunch duty, recess duty, morning duty, and bus duty assignments effectively
  • Attend and participate in professional development opportunities
  • Abide by all policies articulated in the Student and Employee Handbook and other school and board policies
  • Be supportive of the activities and events of all the divisions of the school
  • Serve on school-wide and standing committees as needed
  • Engage in continuous learning to maintain and enhance knowledge of subject area and pedagogy practices
  • Prepare for and facilitate Parent-Teacher Conferences
  • Maintain licensure as required by the Ohio Department of Education

 

Behavior Management Skills

  • Manage student behavior by utilizing the Marburn Academy behavior management systems
  • Create a classroom and school environment that is safe for all students
  • Reinforce and uphold Marburn Academy Rights and Responsibilities (community values)
  • Establishes positive rapport with students
  • Treats students with respect and dignity, even when correcting or disciplining; avoids public humiliation of students
  • Places as much emphasis on recognizing and rewarding appropriate behavior as on consequencing undesirable behavior
  • Uses an interventionist mindset to problem-solve academic and behavior concerns
  • Instructs and coaches students to adopt more helpful behaviors rather than attempting to consequence them into different behaviors

 

Instructional Knowledge, Skill, and Performance

  • Complete reports, other required forms, and tasks on time and to the established standards
  • Base teaching on understanding best practices for students with ADHD, Dyslexia, and other learning differences
  • Differentiate instruction for students with a variety of learning styles and challenges
  • Implement principles of O-G, Marburn Math Program, and other school-wide approaches for instruction
  • Utilize appropriate informal and formal classroom assessment measures to pinpoint the source of learning difficulties and to support the “diagnostic/prescriptive” teaching approach
  • Develop instructional plans, classwork, homework, and assessment to assure the use of methods and materials appropriate to the individual students’ developmental needs and written goals
  • Integrate Technology into lessons

 

SLP Responsibilities

  • Complete reports and documentation on time and to the established standards
  • Provide individual and small group instruction based on the SLP Model
  • Provide classroom support based on the SLP Push-In Model
  • Differentiate type of service level based on SLP Model
  • Participate in meetings and sign Evaluation Team Reports (ETR) as a related service
  • Parent and teacher communication regarding student’s progress and concerns in a timely manner
  • Review new student files and screen when needed
  • Perform hearing screening on all new students, speech students, and upcoming ETR students
  • Implement evidence-based practices during instruction

 

SLP Responsibilities as part of JPS team

  • Prepare speech/language IEP present levels, goals, objectives and accommodations for students on the Jon Peterson Special Needs Scholarship Program and Autism Scholarship Program
  • Collaborate with colleagues, collect and synthesize teacher feedback for IEP annual reviews and quarterly progress reporting regarding generalization of social pragmatics, reading comprehension, expressive language, and articulation skills
  • Monthly invoicing

 

Other Duties

  • Represent the school at various functions both internally and externally relative to the role of faculty member
  • Perform other duties as assigned by the Head of School, the Associate Head of School, and/or Division Head
  • Support the school and its leadership

 

Physical Requirements

  • Ability to stand, walk, and be in front of the students for extended periods of time
  • Ability to participate in outdoor activities
  • Ability to lift and carry:
    • Regularly up to 10lbs
    • Frequently up to 11lbs-25lbs
    • Occasionally over 30lbs
  • Ability to balance multiple tasks and duties
  • Ability to work with multiple distraction

 

Hours

  • Monday-Thursday: 7:40am-3:30pm with the faculty member expected to be available, as needed, until 4:30pm for meetings with parents, teachers, or administrators.
  • Fridays: 7:40am-4:30pm
  • Occasionally, the faculty member will be required to participate in certain activities such as field trips, afternoon or evening events, and overnight or weekend programs that will occur outside of the regular daily hours mentioned above (e.g., Voyageurs Trips, Middle Division DC Trip, Curriculum Night, Parent Conferences, Graduation, Discovery Nights, etc.).

 

The ideal candidate

  • Will have experience with school age students (grades 2-12)
  • Experience in writing IEPs and/or ETRs
  • Be SLP licenses for the Ohio Board and ASHA (or be a CF)
  • Possess a strong interest in working with school age students and focused on language instruction

 

Marburn Academy provides equal employment opportunities to all applicants for employment without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state or local laws.