Elementary School Speech Language Pathologist (Jul-Dec 2026)

Position Responsibilities

1. Classroom Culture & Student Well-being

• Foster Student Belonging: Cultivate a caring, joyful, and purposeful learning community where all students feel valued, respected, and motivated.
• Promote Social-Emotional Learning: Utilize principles like Responsive Classroom to support the physical, emotional, and intellectual well-being of every student.
• Uphold School Values: Model the school's Core Values of respect, responsibility, honesty, fairness, and compassion in all interactions with students, staff, and the community.
• Implement Culturally Responsive Practices: Create a learning environment that is culturally responsive and affirming of students' identities.

1. Curriculum & Instructional Planning

• Standards-Based Planning: Use a planning framework to identify essential learning based on Common Core State Standards (CCSS), learning targets, and a culturally responsive curriculum.
• Interdisciplinary & Real-World Connections: Design curriculum that demonstrates an understanding of interdisciplinary teaching and connects learning to real-world issues.
• Collaborative Curriculum Development: Work with PLC teams and administration to develop cohesive curriculum materials, establish common goals, and participate in curriculum review and budgeting.

1. Pedagogy & Instructional Delivery

• High-Impact Instruction: Employ current, research-informed pedagogical practices and high-impact instructional strategies to deliver engaging lessons.
• Differentiated Learning Experiences: Design and implement collaborative and differentiated learning experiences that meet the diverse academic and social-emotional needs of all students.
• Flexible Grouping: Use data to flexibly group students based on their individual needs, abilities, and assets.
• Technology Integration: Integrate technology in innovative ways to enhance daily instruction and student learning.
• Responsive Interventions: Respond to learners’ diverse needs, including those related to emerging multilingualism and neurodivergent profiles, by using measurable, research-informed interventions and extensions.

1. Assessment & Data-Driven Practices

• Comprehensive Assessment System: Design and use a variety of quality formative, summative, and self-guided assessments to provide students with frequent feedback.
• Monitor and Adjust: Continuously monitor student learning through standards-based assessments and data analysis to make appropriate modifications to goals and strategies.
• Communicate Progress: Use assessment data to accurately communicate student growth and achievement.

1. Collaboration & Professional Growth

• Engage in Professional Learning Communities (PLCs): Actively collaborate with team members to plan curriculum, give and receive feedback, and engage in professional reflection and learning.
• Practice Co-Teaching: Engage in co-teaching practices and utilize flexible learning spaces with intention and purpose.
• Commit to Continuous Improvement: Strive for self-improvement as a lifelong learner by actively engaging in professional development and feedback cycles with coaches and principals.
• Support School-Wide Programs: Cooperate with and participate in the planning and evaluation of the overall school program as needed.

1. Community & Family Engagement

• Extend Learning Beyond the Classroom: Engage students in meaningful extracurricular activities such as coaching, clubs, field trips, or service projects.
• Build Strong Partnerships: Connect with and be available to parents and students during and outside of school hours through in-person meetings and email communication.

Role-Specific Responsibilities

The Speech-Language Pathologist (SLP) supports students' academic and social success by providing a full range of clinical services for communication disorders. This role involves close collaboration with teachers, parents, and specialists within a multi-tiered system of support.

• Conduct comprehensive assessments to diagnose speech, language, and communication disorders.
• Develop and implement effective individual and group therapy plans based on student intervention plans and IESPs.
• Monitor and document student progress, modifying therapeutic strategies as needed to ensure positive outcomes.
• Employ evidence-based clinical methods and integrate technology to enhance therapy.

• Collaborate with teachers, support staff, and families to create integrated support plans for students.
• Communicate student progress, goals, and needs clearly and consistently to all stakeholders (students, parents, and staff).
• Partner with teaching teams to develop curriculum materials and instructional goals.

• Maintain accurate, up-to-date, and confidential student records.
• Participate in departmental planning, Professional Learning Communities (PLCs), and program development.
• Engage in ongoing professional development to stay current with best practices.

• Degree in Speech-Language Pathology (Bachelor’s, Masters, Doctorate) as outlined by the American Speech-Language Hearing Association (ASHA) or other relevant professional association.
• Meets the credential / licensure requirement for ASHA or other relevant SLP professional association.
• Certificate of Clinical Competence - Speech-Language Pathology (CCC-SLP) if US trained
• A minimum of three years of clinical experience is required. Preference will be given to candidates with:
• Proven success supporting students (Preschool - Grade 12) within a school-based setting.
• In-depth knowledge of school-based processes, including IEPs and collaborative team models.

• Sponsoring and/or coaching after school arts, activities or sports are part of the responsibility of the professional educator. Therefore, faculty shall be available to direct, coach and/or sponsor an athletic team or other extra curricular activity or arts. Each faculty member is expected to do a minimum of one category 1 activity or sport per year.
• Mandatory attendance of weekly faculty meetings beyond the school day, new hire orientation and educator professional learning days.
• Chaperone and participate in a minimum of four evening and/or weekend school activities each year, as assigned (including "Back-to-School Night", learning conferences, musicals, concerts, and more).
• SAS faculty members are expected to commit to chaperoning learning experiences including those requiring overseas and/or overnight excursions, including but not limited to High School Interim Semester, IASAS Music and other curricular and co-curricular trips.