Sutro Elemetary/Dayton Elementary Speech Therapist 2026/27

Range: $50,761–$92,279 annually with employer-paid retirement, dependent upon previous experience. 9-month, 185/189-day schedule.

About the Role

The Speech-Language Pathologist (SLP) provides diagnostic, remedial, and consultative services for students with receptive/expressive communicative disorders. The SLP participates as a member of the special services and academic multidisciplinary teams.

Responsibilities

• Identify children with speech or language impairments.
• Diagnose and appraise specific speech or language impairments.
• Refer for medical or other professional attention necessary for the habilitation of speech or language impairments.
• Provide speech and language services for the habilitation or prevention of communicative impairment.
• Counsel and guide parents, children, and teachers regarding speech and language impairments.
• Follow approved therapy guidelines as established by the State, the District, or the School.
• Evaluate goals and modify Individualized Educational Plans (IEPs) when necessary.
• Develop and execute appropriate therapy strategies to guide progress toward long-range goals.
• Recognize the relationship of the speech therapy program with other disciplines and reinforce appropriately during therapy.
• Plan for and participate in professional improvement activities, including courses, readings, in-service training, and conferences.
• Identify potential speech and language problems through screenings of students in kindergarten through twelfth grade.
• Identify potential hearing problems through screenings of kindergarten and other teacher referrals.
• Provide diagnostic evaluations for students selected from screenings or referrals, including areas such as receptive language, expressive language, articulation, voice, fluency, auditory perceptual skills, and hearing.
• Utilize diagnostic evaluation results to prepare an individual educational plan for remediation of speech and/or language problems.
• Provide clear, concise, and appropriate directions to students.
• Give timely feedback to students on their progress, including strengths, areas for improvement, and specific guidance.
• Monitor and adjust lesson pace to promote student success.
• Guide the therapy process toward achieving IEP goals by establishing and communicating clear objectives.
• Utilize strategies that enhance student participation, success, and the development of thinking skills.
• Incorporate individual students' interests to promote a desire to learn.
• Assess student progress at the end of each session and use this information for future therapy planning.
• Assign and monitor homework, when appropriate, as an extension and reinforcement of therapy lessons.
• Use encouragement and positive reinforcement techniques as effective motivational factors.
• Provide learning experiences that encourage students to assume responsibility toward self-direction.
• Encourage students to work toward their maximum potential and take pride in their accomplishments.
• Use a variety of materials to accommodate individual education program needs.
• Demonstrate acceptable command of the English language in written and oral communication.
• Implement short- and long-term goals of the IEP using appropriate therapeutic approaches.
• Establish clear limits of behavior, explain expectations, and enforce consequences.
• Promote discipline and responsibility by monitoring expected behavior and responding appropriately.
• Help students improve their self-image by growing their understanding of capabilities and limitations.
• Create an atmosphere where students perceive care about their learning.
• Encourage all students to participate in learning activities.
• Facilitate purposeful activity and reasonable interchange among students working cooperatively.
• Create an atmosphere where students feel free to express their views and respect others' rights, opinions, and contributions.
• Understand and accept students as individual human beings with dignity and worth.
• Carry out clerical duties such as attendance, budgeting of materials, and recording grades promptly and accurately.
• Communicate with students at their level of comprehension.
• Work as part of a multidisciplinary team to make recommendations for appropriate educational plans.
• Inform parents and administrators of evaluation results, therapy goals, and progress through conferences, written reports, or telephone calls.
• Inform classroom teachers of screening and evaluation results and offer suggestions for classroom implementation.
• Promote a professional attitude toward schools, school board, administration, staff, and the community.
• Offer and seek assistance, advice, and guidance from colleagues and supervisors.
• Be prompt in arriving at school, classes, and meetings, and observe required time schedules.
• Recognize the importance of regular attendance to maintain continuity of the speech and language program.
• Assist in upholding and enforcing school rules, administrative regulations, and board policies.
• Maintain confidentiality of information obtained during professional service unless disclosure serves professional purposes or is required by law.
• Demonstrate knowledge and ability to provide instruction in elementary classrooms and large groups.
• Assist students, including culturally diverse and special populations, in meeting individual needs to support academic achievement and development.
• Assist students with investigating post-secondary options, including colleges, universities, career and technical schools, scholarships, and financial aid.
• Facilitate parent and student conferences with teachers.
• Participate in the annual evaluation and revision of the school-counseling program by collecting and analyzing data.
• Work closely with school staff and administration to maintain an effective school-counseling program.
• Attend required job-related meetings, activities, and ongoing professional development.
• Maintain professional competence and use effective oral and written communication skills.

Requirements

• Master’s Degree from an accredited college or university.
• Must possess or be able to acquire a license issued by the Nevada Department of Education and be certified in the relevant subject area.
• Preferred but not mandatory: Board of Examiners State License, ASHA certification.

Physical and Mental Requirements

• Strength, dexterity, coordination, and vision to use a keyboard and video display terminal for prolonged periods.
• Strength and stamina to bend, stoop, sit, and stand for long periods.
• Dexterity and coordination to handle files, single pieces of paper, and occasional lifting of files, stacks of paper, or reports.
• Some reaching for items above and below waist and head level, including bending, squatting, and stooping.
• Manual dexterity and cognitive ability to operate educational technology (e.g., LCD projector, SmartBoard, iPads/Tablets).
• Hearing and speech to communicate in person or over the telephone.
• Light lifting (up to 25 pounds) may occasionally be required.
• Reasonable accommodations may be provided for qualified individuals with disabilities.

Working Conditions

• Exposure to climate-controlled classroom settings and outside weather with temperatures ranging from mild/moderate to extreme cold/heat.
• Exposure to noise levels ranging from moderate to very loud on occasional to frequent time periods.
• Work in crowded environments.
• Potential hazards include classroom furniture, playground/office equipment, communicable diseases, chemicals, and power/hand-operated equipment.