+-----------------------------------+-----------------------------------+ | JOB DESCRIPTION: | The speech language pathologist | | | will assess and provide | | | intervention to ensure student | | | success and promote an exemplary | | | educational program which fosters | | | achievement for all students. | | | Develops and promotes good | | | relations among community and | | | school clientele. | +-----------------------------------+-----------------------------------+ | JOB QUALIFICATIONS: | The Grand Island Public Schools | | | complies with the rules and | | | regulations set forth by the | | | Nebraska Department of Education | | | in terms of hiring candidates who | | | are CURRENTLY LICENSED OR | | | ENDORSED IN THE APPROPRIATE | | | CONTENT AREA(S) | | | | | | 1. Hold a valid Nebraska Speech | | | Language Pathologist License. | | | | | | 2. Proficiency in using | | | technology. | | | | | | Endorsements/Licenses: | | | Speech/Language Pathologist | +-----------------------------------+-----------------------------------+ | ESSENTIAL FUNCTIONS: | 1. Coordinate the referral | | | process for students with | | | potentially communicatively | | | disabling conditions. | | | | | | 2. Coordinates IEP development | | | and monitoring for students | | | with verified communication | | | disabilities by; a) | | | cooperates with teachers, | | | support personnel, and | | | parents in devising | | | procedures in working with | | | identified students; b) | | | interpreting evaluation data | | | into classroom procedures; c) | | | assists teacher in obtaining | | | and utilizing special | | | materials and | | | methodologies; d) monitoring | | | effectiveness of procedures | | | and providing changes as | | | necessary; e) assists | | | Resource Room and Severely | | | Disabled Programs by | | | providing support for | | | students with communication | | | disabilities in those | | | programs. | | | | | | 3. Assists individual students | | | by providing support and | | | remedial instruction relative | | | to their communication | | | handicap. | | | | | | 4. Ability to assess and | | | provide intervention services | | | to students who exhibit | | | communication disorders which | | | negatively impact their | | | achievement as well as social | | | functioning behavior | | | (including articulation, | | | receptive/expressive | | | language, auditory | | | processing, fluency, voice, | | | written language and | | | literacy), and monitor | | | progress toward | | | Individualized Education | | | Program (IEP) goals. | | | | | | 5. Ability to assess and | | | provide intervention to | | | English language learners. | | | | | | 6. Familiarity of diagnostic | | | assessments for speech | | | language. | | | | | | 7. Strong knowledge of content | | | area, teaching methods, | | | learning styles and | | | educational research related | | | to special education students | | | of all levels and | | | abilities. | | | | | | 8. Strong classroom | | | management, communication, | | | organization and planning | | | skills. | | | | | | 9. **Positively impact | | | achievement and differentiate | | | instruction based on the | | | needs o