Speech Language Pathologist (Slp) Educator **Fy25** July 1, 2024

Speech Language Pathologist (SLP)
The Winooski School District is looking for SLP to join our early learning team. To help all students develop school readiness and social-emotional skills. Creates, organizes, and implements meaningful and engaging activities for diverse groups of students.

QUALIFICATIONS:
English Language -- Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
Therapy and Counseling -- Knowledge of principles, methods, and procedures for diagnosis, treatment, and rehabilitation of physical and mental dysfunctions, and for career counseling and guidance. Education and Training -- Certificate of Clinical Competency-Speech-Language Pathology, and experience instructing and assessing children ages 3 to 21. Knowledge of principles and methods for curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
Certifications and Licenses -- Valid Vermont Professional Educator's License with a Speech Language Pathology endorsement required (6-84)
Psychology -- Knowledge of human behavior and performance; individual differences in ability, personality, and interests; learning and motivation; psychological research methods; and the assessment and treatment of behavioral and affective disorders. Customer and Personal Service -- Knowledge of principles and processes for providing customer and personal services. This includes student needs assessment, meeting quality standards for services, and evaluation of student satisfaction.

ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. Other duties may be assigned. PLANNING & PREPARATION
Integrates current best practices, research, and special education laws into the education of the disabled, to assure compliance with state and federal laws, and to provide the most effective educational program for assigned students.
Demonstrates knowledge and understanding of assigned students including: intellectual, social, and emotional characteristics of age group; students' varied approaches to learning; student skills and knowledge; student interests and cultural heritage; economic and cultural influences; student's family, school, and community context.
Serves as liaison person to ensure a successful transition of assigned students from school to school or classroom to classroom. Uses assessment information to develop and implement an effective standards-based Individual Educational Plan (IEP) for those students who qualify for such services.
Researches, coordinates, and effectively utilizes available school and community resources and outside agencies to ensure proper delivery of students' IEP (SLP, Social Worker, OT/PT, internal and external professionals and agencies, and the like).
Plans, develops, monitors, and/or delivers extended school year programs for identified students to ensure an effective educational program. Provides technical assistance to summer tutors as needed (if applicable).
Works with classroom teachers to select, design/modify classroom services (including learning activities, instructional groupings, lesson plans, educational materials, curricula, assessments, teaching strategies, and the like) for assigned students designed to promote the academic, vocational, physical and social development needs of students, adhering to accommodations as appropriate. Administers and/or coordinates a thorough assessment which may include language, behavior, visual motor, gross and fine motor, and cognitive skills using a variety of techniques including standardized tests, rubrics, checklists, curriculum-based measures, developmental scales, observations, behavior objectives, and the like.
Confers with parents, school counselors, classroom teachers, social workers, administrators, testing specialists and other professionals as needed to determine proper assessment tools and procedures, and to discuss evaluation results.
Interprets both educational and clinical findings to accurately determine program eligibility and to assess student progress.

LEARNING ENVIRONMENT
Creates and maintains an environment of respect and rapport. Effectively serves all children on general caseload and assists with the integration of assigned students into regular classroom settings using the concepts of normalization and least restrictive environment.
Coordinates services and assures productive, effective, and efficient use of assigned para-educators
Develops, implements, and monitors behavior management plans and crisis prevention/intervention plans for assigned students as necessary.
Determines appropriate affective and social behavior, identifies children's competencies in their daily living skills, and develops and implements effective student behavior support plan. Identifies and implements appropriate assistive technology devices and other adaptive or augmentative systems that will enhance student communication and accessibility to learning.
Provides a safe learning environment for all students. Takes all necessary and reasonable precautions to protect students, equipment, materials, and facilities.

INSTRUCTION
Effectively provides academic instruction, social skills training, and other direct services to assigned students individually, and in small/large groups (both outside and within the regular classroom) as decided by team members, using the recommendations of the most current written Evaluation Report. Implements appropriate classroom activities/educational materials to effectively engage students in learning and to maximize student comprehension of the lesson; including implementation of individual educational plans, instructional groupings, behavioral management techniques, peer support, and the like.
Teaches students on behavior plans socially acceptable behavior by employing techniques such as behavior modification and positive reinforcement. Uses a variety of social skills curricula to teach pro-social behavior and de-escalation strategies. Assists the classroom teacher in providing effective, timely, and quality feedback on student progress to parents, students, and other professionals as needed or required.
Assists the classroom teacher in accurately assessing the effectiveness of classroom services (including learning activities, instructional groupings, lesson plans, educational materials, curricula, assessments, teaching strategies, and the like) to make sure instructional goals of assigned students are being met; and persistently seeks thoughtful alternative approaches/resources to improve student learning.

OTHER PROFESSIONAL RESPONSIBILITIES
Routinely observes student interactions and learning environments in the classroom, school, and community to assess instructional effectiveness.
Identifies, coordinates, and implements training for teachers, para-educators, and other school personnel as it relates to understanding disabilities, managing and implementing student programs, screening and assessment, behavior management techniques, developing IEPs, and evaluating student progress. Prepares and maintains accurate, complete, timely, effective, and confidential student records and related reports as required by law, district policy, and administrative regulations.
Communicates/collaborates effectively with parents to keep families informed of the instructional programs and individual student progress; and effectively engages families to help meet the educational needs of the student. Means of communication may include an annual open house, observation sessions for parents, conferences, sessions for program discussion, making home visits, and other individual meetings as necessary. Works effectively, cooperatively, and respectfully with supervisors, colleagues, and subordinates. Implements strategies such as collaborative teaming, conflict resolution, and mediation strategies to facilitate team decisions around student programs.
Participates in EST/CHAT functions including (but not limited to) meetings, developing referral processes, screening referred students, providing supplemental support, and consulting services as requested. Actively participates in school events, workshops, in-service meetings, building-level staff meetings, district meetings, and other school and district committees/projects.
Responsible for on-going professional growth activities.
Keeps abreast of current best practices, research, and special education laws. Acts as a general resource person for classroom teachers, para-educators, and administration; and participates as a
leader in teacher training activities (both school-wide and district-wide).
Shows professionalism and considers "What's best for students" in serving and advocating for students, and in decision-making.
Follows and assists in upholding and enforcing school rules, administrative regulations and procedures, policies of the WSD, and corresponding school district policies.