Speech Pathologist (26/27 School Year)

About Brooklyn Lab Schools

Teaching at Brooklyn Lab is unlike working in a traditional educational environment. Our teachers know the individual strengths and areas for growth of each of their scholars, and our leaders know our scholars by name. By design, our schools are small communities where every scholar is known. In addition to teaching their course, our faculty understand the value of collaboration. They share best practices across the network, mentor young educators who serve as Small Group Instructors, get and implement feedback from coaches and their instructional lead, and work as a team to provide their scholars with a high-quality education. Our focus on the whole scholar and in building our school community has established Brooklyn Lab as one of the best schools in the country for academic growth, adding two and three years of academic growth on average for our scholars. We invite you to be part of a transformation in education and to inspire a diverse group of scholars with a lifelong love of learning.

About a Teacher Position At Brooklyn Lab

A teacher at Brooklyn LAB is mission-driven and responsible for delivering rigorous, standards-aligned instruction that prepares students for success in college, career, and life. In alignment with Brooklyn LAB’s commitment to college persistence and opportunity for historically underserved students, this role creates a structured, engaging classroom environment where adolescents are challenged academically, supported socially and emotionally, and held to consistently high expectations. A BK Lab teacher designs thoughtful lessons, uses data to inform instruction, and provides timely, actionable feedback to ensure student growth and mastery of content. Beyond academics, a Brooklyn LAB teacher is committed to students’ holistic development. They mentor, advocate, and guide students through challenges, helping them navigate opportunities and obstacles both in school and in their broader lives. Through strong relationships with students and families, collaboration with colleagues, and reinforcement of school-wide systems and norms, they contribute to a safe, inclusive, and achievement-oriented community where all students are empowered to thrive beyond high school.

Responsibilities

• Conduct screenings and assessments to identify students with speech, language, voice, fluency, and communication challenges.
• Use standardized tests and other evaluation tools to assess the severity of communication disorders.
• Collaborate with teachers, parents, and other professionals to create and implement IEPs for students with communication needs.
• Set specific, measurable goals to improve students' communication skills, aligned with their academic needs.
• Provide one-on-one or small group therapy sessions to address speech and language disorders such as articulation, phonology, fluency (stuttering), and receptive/expressive language disorders.
• Use various therapeutic techniques, including exercises, modeling, and visual aids to help students improve their communication abilities.
• Work closely with teachers, special education staff, and the Director of Special Services to integrate communication goals into classroom activities.
• Provide training to teachers on how to support students with communication disorders in the classroom setting.
• Regularly assess student progress towards IEP goals and adjust therapy approaches as necessary.
• Maintain accurate records of assessments, therapy sessions, and progress reports.
• Work with students who have developmental or cognitive disabilities to improve communication and social interaction skills.
• Teach alternative communication methods, such as augmentative and alternative communication (AAC), for non-verbal students.
• Communicate regularly with parents and guardians regarding their child's progress and provide guidance for supporting communication skills at home.
• Participate in IEP meetings and parent-teacher conferences to ensure clear communication about therapy objectives and student progress.
• Ensure that all services provided are in compliance with federal and state laws, including the Individuals with Disabilities Education Act (IDEA).
• Advocate for students' communication needs in school and ensure they receive the appropriate support and accommodations.
• Adapt assessments and therapy plans for students from diverse linguistic and cultural backgrounds to meet their specific communication needs.
• Attend scholar- and family-facing events where needed to support the visibility of student services and ensure event logistics are properly executed.
• Maintain professional, warm, and timely communication with families and school teams.
• Take on special projects and operational tasks in support of the Scholar Services Team as assigned by the Director.
• Maintain confidentiality, compliance awareness, and professionalism in all aspects of the work.

Qualifications

• Master's degree in Speech-Language Pathology
• Valid state licensure or eligibility for licensure
• ASHA Certificate of Clinical Competence (CCC-SLP) preferred
• Knowledge of IEP development and IDEA compliance
• Experience with a range of communication disorders in school-aged children
• Strong communication, collaboration, and documentation skills
• Familiarity with AAC tools and culturally responsive practices