Speech Language Pathologist | JW Eater Junior HIgh

Job Summary

The Speech Language Pathologist at JW Eater Junior High School will provide specialized instruction to meet the unique needs of students with disabilities under the direction of the Building Principal and Director of Special Services.

General Qualifications

• Possess a Master's Degree in Speech and Language Sciences or related field.
• Illinois Teaching Certification in Speech and Language Pathology.
• Understanding and experience with curriculum design, planning, and instruction.
• Strong communication skills (written and oral).

Specific Duties

• Deliver quality language instruction/interventions in areas such as voice, fluency, language, and articulation.
• Administer and interpret formal and informal diagnostic assessment instruments for identifying students with speech and language disabilities.
• Have a working knowledge of state and federal Special Education Law.
• Able to travel between schools within assigned area, carry up to 25 pounds of material.
• Evaluate and assess student progress against instructional objectives.
• Function as IEP Manager for assigned students.
• Coordinate IEP implementation with general education staff.
• Develop, select, and modify instructional plans and materials to meet the needs of all students.
• Design individual and small group instruction.
• Articulate curriculum between and among grade levels.
• Maintain appropriate records and follow required procedures and practices.
• Manage classroom organization.
• Supervise students in various school-related settings.
• Communicate and interact with students, parents, staff, and community.
• Incorporate Common Core State Standards into instruction.
• Assist classroom teachers in curriculum/instructional modifications.
• Coordinate instruction with other teachers of the school.
• Administer diagnostic assessments for academic progress and planning.
• Work cooperatively with administration and staff to schedule meetings.
• Engage learners in differentiated learning experiences for diverse skill levels and developmental needs.
• Monitor pacing of instruction and budget class time efficiently.
• Use assessments to support instruction, through frequent monitoring of progress by teacher and/or students.
• Provide clear explanations of content, using clear and accurate language appropriate to students' ages and interests.
• Create lessons that are aligned with instructional outcomes, Common Core Standards, and suitable for students' development.
• Modify lessons when needed and respond to student questions and interests.
• Seek approaches for students who have difficulty learning.
• Reflect on lessons and make suggestions for improvement.
• Maintain accurate and effective records for instructional and non-instructional purposes.
• Communicate frequently with families and engage them in the instructional program.
• Participate in professional development and share information with others.

Teaching Framework Responsibilities

The Speech Language Pathologist will plan and demonstrate practices that reflect knowledge of content, prerequisite relationships between concepts, and instructional practices specific to the discipline. They will seek knowledge of students' backgrounds, cultures, skills, language proficiency, interests, and special needs, and attain this knowledge for their students. The teacher will develop instructional outcomes that are of appropriate rigor and suitable for their students, consisting of a combination of activities and goals that permit viable methods of assessment, aligning with the Common Core Standards. They will coordinate knowledge of content, students, and resources to design a series of learning experiences aligned to instructional outcomes, address the Common Core Standards, and are suitable for their students. The lesson or unit will have a clear structure and be likely to engage students in learning. The teacher's plan for student assessment will be aligned with the instructional outcomes, Common Core Standards, use clear criteria, and be appropriate to the needs of students. The teacher will intend to use assessment results to plan for future instruction for students. The teacher's interactions with students will be friendly and demonstrate general caring and respect. The teacher will develop a classroom culture that is characterized by commitment to learning by teacher and student, where student engagement to the task at hand is consistent. The teacher's management of instructional groups and/or the handling of materials and supplies will be consistent, with students following established classroom routines. The teacher will monitor student behavior and respond to student misbehavior in a consistent, appropriate, and respectful manner. The teacher will ensure the classroom is safe, and learning is accessible to all students. The teacher will make effective use of physical resources, including computer technology. The teacher will clearly communicate the instructional purpose of the lesson and explain directions and procedures clearly. The teacher's explanation of content will be clear and accurate, connecting with students' knowledge and experience. Teacher's spoken and written language will be clear and correct, with appropriate vocabulary for students' ages and interests. Teacher's questions/prompts will be of high quality, related to lesson objectives, and invite thoughtful responses. The teacher will engage all students in the discussion and encourage them to respond to one another. The teacher will create lessons that are aligned with instructional outcomes, Common Core Standards, suitable to students' development, and facilitate students in constructing knowledge. Lessons will have a clearly defined structure, with appropriate pacing to provide students the time needed to intellectually engage with their learning. The teacher will use assessments to support instruction, through frequent monitoring of progress by teacher and/or students. Feedback will be regularly given to students and be accurate. The teacher will ensure students are aware of the assessment criteria used to evaluate their work. Questions/prompts/assessments will be used to diagnose evidence of learning. The teacher will modify the lesson when needed and respond to student questions and interests. The teacher will seek approaches for students who have difficulty learning. The teacher's reflection on a lesson will provide an accurate and objective description, with suggestions for improving the lesson. The teacher will maintain accurate and effective records for both instructional and non-instructional purposes. The teacher will communicate frequently with families and successfully engage them in the instructional program. Information about individual students will be conveyed in a culturally appropriate manner. The teacher will participate in the professional community and in school and district events and projects. The teacher will maintain positive and productive relationships with colleagues. The teacher will participate in professional development based on an individual assessment of need and actively share information with others. The teacher will accept feedback from supervisors and colleagues. The teacher will display a high level of ethics and professionalism in dealings with both students and colleagues and comply with school and district regulations.

Mental Demands

• Ability to communicate (verbal and written).
• Ability to instruct students, and effectively communicate with parents and colleagues.
• Ability to maintain emotional control under stress.
• Ability to use web-based programs, e-mail, and technology (laptop, Smartboard, etc.).

Working Conditions

• Indoor classrooms/School, exposure to: student noise, lawn mowing, music, odors of food, mowed grass, and possible communicable diseases.
• Outdoor schoolyard and grounds, exposure to: temperatures (hot, warm, cool, cold), and exposure to mowed grass.
• Regular work attendance.