JOB DESCRIPTION
Job Title: Speech Language Pathologist Evaluation Type: Professional Department: Special Programs & Services Pay Grade: A3 FLSA: Exempt Date Revised: May 2025 Supervisor: Director of Special Programs & Services
BASIC FUNCTION & RESPONSIBILITY
Plan and provide speech-language pathology services to students with speech voice or language disorders. Assess students and provide therapeutic intervention to eliminate or reduce problems or impairments that interfere with their students' ability to derive full benefit from the educational program.
QUALIFICATIONS
Education: Certification: Master's degree in speech-language pathology from an accredited college or university
Valid Texas license as a speech-language pathologist granted by the State Board of Examiners for Speech-Language Pathology and Audiology (SBESLPA)
ASHA Certificate of Clinical Competence
Fluent in spoken English and Spanish and demonstrate oral and written proficiency in English and Spanish. Fluency in Spanish and bilingual-certified or proficient is required.
Special Knowledge, Skills, Abilities:
• Ability to use the accepted tests and measurements to assess communication disorders and conditions • Knowledge of evaluation, habilitation, and rehabilitation of speech-language disorders and conditions • Ability to instruct and manage student behavior • Excellent organizational, communication, and interpersonal skills • Experience: One year of supervised clinical speech-language pathology experience preferred
CHARACTERISTIC DUTIES & RESPONSIBILITIES
The essential functions pursuant to the Americans with Disabilities Act may include the characteristic duties, responsibilities, knowledge, skills, and abilities noted herein; however, this is not a comprehensive listing of all functions and tasks performed by positions found in this job description.
Therapy:
• Plan and provide appropriate individual and group therapy to students consistent with speech and language goals contained in Individual Education Plans (IEP) • Evaluate student progress and determine readiness for termination of therapy services
Assessment:
• Conduct independent evaluations to assess students with speech or language disorders and conditions to determine eligibility for services • Develop clinical management strategies or procedures and diagnostic statements by interpreting observations or data
Participate in the Admission Review and Dismissal (ARD) Committee to assist in interpretation of assessment data, appropriate placement, and goal setting for students with communication disorders or conditions according to district procedures.
Consultation:
• Counsel and involve parents in the remedial process • Collaborate with classroom teachers to plan and implement classroom activities to improve communication skills of students • Provide professional development in assigned schools to help school personnel identify and understand communication deficits in students
Communicate effectively with colleagues, students, and parents regarding the accomplishment of therapy goals and needs of the student.
Student Management:
• Create an environment conducive to learning and appropriate for the maturity level and interests of students • Establish control and administer discipline according to the Student Code of Conduct and student handbook
Program Management:
• May supervise licensed speech-language pathology assistants or speech aides • Develop and coordinate a continuing evaluation of speech-language pathology services and make changes based on the findings • Assist in the selection of equipment and instructional materials
Administration:
• Compile, maintain, and file all physical and computerized reports, records, and other required documents • Comply with policies established by federal and state laws, State Board of Education rules, and board policy • Comply with all district and campus routines and regulations • Participate in professional development activities to improve skills related to job assignment
SUPERVISION EXERCISED
May direct and monitor the work of speech-language pathology assistants or speech aides.
MENTAL DEMANDS PHYSICAL DEMANDS ENVIRONMENTAL FACTORS
Tools: Equipment Used Standard testing equipment, standard office equipment, including computer and peripherals
Posture: Frequent sitting, kneeling, squatting, bending, stooping, pushing, pulling, and twisting
Motion: Frequent walking, graspings, squeezing, wrist flexion/extension
Lifting: Regular light lifting and carrying under 15 pounds, occasional heaving lifting 45 pounds or more, and positioning of students with physical disabilities controlling behavior through physical restraint assisting non-ambulatory students
Environment: Exposure to biological hazards, bacteria, and communicable diseases may require district-wide travel
Mental Demands: Work with frequent interruptions, maintain emotional control under pressure.