Speech Language Pathologist Job Description
Title: Speech Language Pathologist
Reports to: Principal
Programs: Infant – 8th grade
This position follows the school year calendar, inclusive of but not limited to staff meetings, teacher workdays, workshops and other professional development, all school programs and activities, and other hours as required and deemed necessary by the Special Education Director.
The Speech Language Pathologist (SLP) understands and promotes the school’s mission, vision, core values and policies both within and outside the immediate school community. The SLP is responsible for providing a Montessori classroom/instructional program that supports the individual needs of the children in accordance with the school’s mission, vision, and values.
Qualifications of Position:
The Speech Language Pathologist must have a master’s degree as well as current licensure, and current standing with ASHA holding the Certificate of Clinical Competence (CCC). The SLP has completed all degrees, clinical practicums, and certifications necessary to be in good standing with ASHA and to work with the University of Utah’s Department of Speech & Language. This position includes, but is not limited to, standing, bending at the waist, kneeling, sitting on the floor and lifting at least 40 pounds.
Required Time Commitment:
1. Regular working hours are from 8:00 am to 4:00 pm during the academic year. The SLP is expected to work these hours unless an alternate arrangement is made with the Special Education Director. Although we understand that emergencies can occur, if we observe a pattern of tardiness or early departures, you will receive a verbal warning. If late arrivals or early departures continue, this will be noted in your file and could impact your future employment.
2. Staff meetings, school programs and activities, and other hours as required and deemed necessary by the Principal and Special Education Director
3. During the summer of 2026, employee is required to attend Elizabeth Academy professional development from June 15-19th and Pre-Planning, which will begin on August 10. Employee is also required to attend planning meetings during the summer as needed.
Duties and Responsibilities
Speech Therapy Services
1. As directed by the SLP Director and SPED teams, provide specially designed therapy to individual students, small groups, or whole class targeting SSP goals.
2. Monitor student progress, gives timely and specific feedback
3. Design and provide materials to support teachers in implementing SSP accommodations
4. Support student success by teaching therapeutic strategies to classroom teachers and interventionists to promote skill generalization
5. Provide service via individual, small group, large group, or consultative models as determined by SPED Director.
6. Implement strategies in the classroom.
7. Work with general education teachers to provide role release and generalization of skills across settings.
Student Success Plan (SSP)
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Ensure that evaluations, SSP goals, service time, and progress reports reflect alignment with student needs.
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Gather baseline data for PLAAFP statements (academic, observations)
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Write annual SSP (PLAAFP, goals, service time)
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Ensure that all sections of the SSP document are completed before the Interventionists print meeting documents.
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Attend and actively participate in SSP meetings Collaborate with other therapists (school-based, or outpatient), parents, and teachers to address student needs and goals.
Assessments
1. Provide all paper documents to Interventionists for student file
2. Administer standardized assessments for formal assessments as needed
3. Input Evaluation results into EdMod Eligibility/Eval form
4. Complete observations as needed-Put results into EdMod
5. Ensure the fidelity of incoming student screening and providing input on admissions decisions.
Student Support Team (SST)
1. Provide/teach targeted therapeutic strategies to classroom teachers.
2. Help teachers to record intervention data.
3. Attend SST meetings as needed.
4. Provide strategies for teachers to implement to address student goals or other issues that may arise.
Progress Reports
1. Progress Reports will be completed four times per year.
2. Completed at the same time as regular education report cards.
3. Progress Reports should include Annual Goals, Goal Progression, (other sections are optional)
4. Ensure Progress Reports are completed by the deadline determined by school administration.
Data Collection
1. Collect data in relation to the creating, implementation, and progress monitoring of SSP goals.
2. Coach teachers in data collection methods and practices.
3. Maintain accurate data collection records on each SSP goal.
Professional Development
1. Attend all required PD sessions, faculty, Special Education meetings, and mentoring (when applicable) meetings.
2. Attend summer PD sessions
3. Stay up to date on current therapeutic practices
4. Maintain professional licenses, credentials, certifications, etc.
Team Meetings
1. Support classroom teachers in the use of therapeutic strategies given by therapists.
2. Attend and participate in collaborative meetings with classroom/grade level teams.
3. Keep the meeting directed toward students and data driven instruction.
4. Maintain meeting notes as directed by SPED Director.
Recess Responsibilities
1. Observe and collect data or assessments on students in relation to SSP goals or teacher/parent concerns
2. Provide explicit instruction on SSP goals as needed
Professionalism
Responsible for communication that supports an understanding of the school’s mission, values and program, develops positive relationships with and protects the privacy and confidentiality of all students, staff members and parents within the school community.
1. Adhere to EA Standard Approximate Service Time Guidelines:
- Direct Services (Direct service time w/students, 1:1, small group, or in classroom): 55.6%
- Indirect Services (Prep/Documentation, Meetings, Collaboration, eval/obs): 25.6%
- Miscellaneous (carline, lunch, etc.): 18.8%
- Time percentages are used to provide flexibility in schedules.
- See Schedule Template to calculate hours.
2. Schedules must be given to the SPED Director and updated regularly
3. If you have a block of time with no students, you should be in classrooms helping students generalize skills.
4. Schedules should be submitted using the Schedule Template format.
5. Service time should match EdMod Service Data
6. Adhere to the practices in the book 5 Dysfunctions of a Team
7. Problem solve with peers
8. Adhere to contract hours
9. Attend any required after school events (Parent Orientation, Parent Teacher Conferences, Open House, Harvest Share, Spring Showcase, etc.)
10. Provide campus principal and SPED Director notice of any PTO use. Ensure that time is entered into Paycom.
11. Maintain student and staff confidentiality
12. Report student concerns to SPED Director or Principal
13. Working within the allotted budget while following all school purchasing procedures and rules.
14. All communications with parents and staff are kind and respectful.
15. Proactively and professionally communicate with administration when frustrated or encountering difficulties, notifying them of frustrated/concerned parents, and seeking admin support.
16. Understand that crucial conversations include behavioral, social/emotional, academic progress, and resolution of parent concerns or frustrations. Ensures that the administration is aware of crucial conversations.
17. Listen, validate, and maintain professionalism.
18. Demonstrate active listening with the goal to problem solve.
19. Refrain from gossip and negative comments that create a negative work environment.
20. Adhere to all school policies and procedures stated in the Staff Handbook.
21. Involved in ongoing self-assessment and refinement of practice as well as collaborative professional growth.
22. Wear professional attire.
23. Conflict of Interest - Any commitments related to employment outside of Elizabeth Academy must not conflict with school responsibilities and must occur outside of regular work hours or during PTO time.
Related Duties
1. Complete and maintain all records, reports, evaluations and inventories of student records and tests in a timely manner as required by the Special Education Director.
2. Operate within an annual budget, submit materials request forms, and turn in receipts, in addition to following any other budget-related procedures as required by the Business Office in a timely manner.
3. Responsible for reading and adhering to the guidelines as established in the staff handbook and adhering to all school policies.
4. Responsible for complying with all state regulations/requirements of accrediting organizations.
5. Responsible for training, mentoring, and providing a kind and respectful working environment for assistants and/or student teachers.
6. Responsible for keeping the Special Education Director updated on events, issues, schedules, and curriculum coordination.
The Speech Language Pathologist must have a master’s degree as well as current licensure, and current standing with ASHA holding the Certificate of Clinical Competence (CCC). The SLP has completed all degrees, clinical practicums, and certifications necessary to be in good standing with ASHA and to work with the University of Utah’s Department of Speech & Language. This position includes, but is not limited to, standing, bending at the waist, kneeling, sitting on the floor and lifting at least 40 pounds.
