| | | 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 | | | from birth to 5 years old 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 of the | | | students by supporting | | | programs designed to increase | | | student achievement
| | | 10
Demonstrate problem-solving | | | skills through collaborative | | | work with students, teachers, | | | staff, parents and | | | administrators
| | | 11
Willing to support and | | | actively