Speech/Language Pathologist (3 days per week)

Assabet Valley Collaborative is seeking to hire a

Speech Language Pathologist-3 days per week (benefit eligible)

For more information and to apply http://www.avcollaborative.org/employment

NOTE:  Before you read on, please read the Commitments to Educational Equity that AVC strives to adopt across our organization. We seek to add leaders to our team who can help us make these commitments a reality so that they influence how we lead, learn, innovate, design, collaborate, create, and serve our students, families, partners, and communities. Still interested? See below:

Who We Are:

Assabet Valley Collaborative (AVC)  is an educational service agency in Metrowest/Central Massachusetts. Our services include school programs, wraparound services, transportation services, professional development, cooperative purchasing and consulting. We are in the process of developing a shared leadership model to engage stakeholders across the organization in learning, leading, designing, and decision-making. To achieve shared leadership, we need to engage in continuous study of the principles of cultural proficiency, culturally responsive practices, human-centered design, design thinking, and social innovation.   

Orchard Street Academy (OSA) is a therapeutic-day school offering academic rigor and clinical services to middle school- and high school-age students who are not making progress in a traditional school setting. With an emphasis on academics, clinical services, expressive arts, vocational supports and high-interest electives, our school supports students in learning the skills necessary to achieve their goals.

JOB DESCRIPTION FOR:  Speech & Language Pathologist at OSA & SOAR

DIRECTLY REPORTS TO:   Principal  and Assistant Principal

Credentials required:  Degree from accredited program of Speech & Language Pathology. Massachusetts  licensure/certification as Speech and Language Pathologist.  Masters, CCC-SLP licensure, DESE License as a Specialist Teacher:  Speech Language and Hearing Disorders. The SLP must meet the requirements set forth by the Massachusetts Board of Health specific to the practice of Speech and Language Therapy. See MGL Chapter 112: Section 144.   Given the population of students enrolled at OSA and SOAR, it is necessary for the SLP to have training and experience addressing the literacy and communication needs of students requiring direct and consultative services in the domains of literacy acquisition (at the secondary level) and pragmatic language (social thinking, interpersonal relationships, self-advocacy, etc).

SUPERVISES: Assigned Speech and Language Pathology Assistant (SLPA) (if applicable)

AVC Ideals of Practice: AVC promotes high quality, educationally-relevant therapeutic services, in the least restrictive environment, with integrated/embedded therapy as a primary core value.  AVC therapists work with programs and districts to develop strategies and interventions that will maximize opportunities for generalization of therapeutic recommendations while streamlining schedules, treatments, and maximizing the value of the consultative/collaborative relationship with therapists, teachers and co-treaters.  

Roles and Responsibilities: *The Speech & Language Pathologist at AVC provides direct and consultative services to students in Assabet Valley Collaborative Therapeutic Programs - serving students with social/emotional disabilities who also have communication needs.  SLPs ensure educational relevance  by identifying the  impact of disorders on the education of students and addressing personal, social/emotional, academic, and vocational needs that have an impact on attainment of educational goals.  SLPs offer assistance in addressing the linguistic and metalinguistic foundations of  the content/curriculum students are expected to learn and the implications for students with disabilities, as well as other learners who require additional assistance.  SLPs provide culturally proficient services that assist in distinguishing disorders/disabilities from other contributions/factors that inhibit language development.    SLPs are integrally involved in prevention activities, assessment, intervention, program design, data collection and analysis, and compliance.  SLPs work in collaboration/partnership with school professionals, with universities, within the community, with families and with students to meet students' needs.

*Adapted from ASHA's Position Statement: Roles and Responsibilities of Speech-Language Pathologists in Schools (2010)

The position requires the following skills:

• Responds to requests for consultations on students or consults on specific program needs.
• Maintains oral and written communication with educational personnel, parents, and community agencies regarding assigned schools, programs  and students. This can include, but is not limited to telephone calls, year-end reports, informal notes, and home programs. 
• Works cooperatively with educational staff to identify areas where support is needed and provides training in the strategies, transfer of skills, consultation, etc.  
• Provides suggestions for classroom, leisure, home, and community/transitional activities

The position includes the following responsibilities: 

Service Delivery: 

• Implements service delivery on assigned students based on the goals, objectives, percentage of time, and placement as determined by the IEP TEAM.  Service delivery will include direct individual and group communication services (literacy/reading, writing, pragmatics, etc) and indirect consultation services to support teachers and social workers in addressing communication needs during other instructional opportunities. Maintains progress notes on students including dates of referral, dates of response, and outcomes.
• Submits reports, records, documentation in conjunction with assigned school’s protocol for student records
• Makes scheduling decisions for service delivery based on individual student and program or school needs
• Maintains organized working files on assigned students
• Follows documentation guidelines for student attendance and intervention notes
• Supervises SLPAs as per state regulations (if assigned)
• Participates in the clinical supervision of SLP and SLPA students if indicated or appropriate
• Responds to evaluation referrals for students with disabilities. The SLP selects appropriate evaluation tools, evaluates students, interprets findings, and reports results; recommends equipment, materials, and test supplies necessary for student progress.
• Attends scheduled meetings for staff development and training

Professional Growth and Ethics:

• Actively participate in staff meetings, trainings, in-service and school wide events.
• Model professional and ethical standards when communicating and interacting with students, parents/guardians, families colleagues and administrators.
• Demonstrate flexibility and adaptability to support  the needs of students with social/emotional disabilities.
• Demonstrate flexibility and adaptability to support a school milieu that embraces a year round open enrollment.
• Demonstrate a knowledge of current research and literature as it applies to the field of teaching.
• Adhere to established federal, state, and local laws and regulations.
• Refine and develop professional skills through training, professional literature, and continuing education.
• Maintain confidentiality of student information according to the Family Educational Rights and Privacy Act (FERPA).
• Exchange professional information with peers through formal and informal interactions.
• Comply with collaborative wide policies and procedures.

EVALUATION:  Evaluation to be performed annually in accordance with Assabet Valley Collaborative’s personnel handbook and pertinent regulations and statutes.

PHYSICAL DEMANDS: Physical ability to execute job responsibilities that may include (depending upon assignment):

• Meet the physical requirements necessary to physically intervene in a crisis or emergency as trained and per AVC Physical Restraint protocol, policy and applicable regulations.
• Use hands and fingers to manipulate objects, tools, or controls.
• Ability to see, hear and speak.
• Ability to report to work on time and fulfill contract days and hours.