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Speech and Language Therapist: Moshannon Valley School District |
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| Requirements | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Job Requirements: Minimum Qualifications Skills, Knowledge and Abilities SKILLS are required to perform multiple, technical tasks with a need to routinely upgrade skills in order to meet changing job conditions. Specific skill-based competencies required to satisfactorily perform the functions of the job include: applying assessment instruments; operating specialized equipment used in the treatment of communication disorders; operating standard office equipment including pertinent computer software; and preparing and maintaining accurate records. KNOWLEDGE is required to perform algebra and/or geometry; review and interpret highly technical information, write technical materials, and/or speak persuasively to implement desired actions; and analyze situations to define issues and draw conclusions. Specific knowledge-based competencies required to satisfactorily perform the functions of the job include: anatomy and physiology of speech and hearing mechanisms and disorders; principles and practices of speech and language therapy; and pertinent codes, policies, regulations and/or laws. ABILITY is required to schedule a significant number of activities, meetings, and/or events; often gather, collate, and/or classify data; and consider a variety of factors when using equipment. Flexibility is required to independently work with others in a wide variety of circumstances; analyze data utilizing defined but different processes; and operate equipment using a variety of standardized methods. Ability is also required to work with a significant diversity of individuals and/or groups; work with data of widely varied types and/or purposes; and utilize a variety of job-related equipment. Independent problem solving is required to analyze issues and create action plans. Problem solving with data frequently requires independent interpretation of guidelines; and problem solving with equipment is significant. Specific ability-based competencies required to satisfactorily perform the functions of the job include: adapting to changing work priorities; communicating with diverse groups; utilizing specialized equipment in communication disorders; maintaining confidentiality; meeting deadlines and schedules; working as part of a team; working with detailed information/data; maintaining effective working relationships; and translating therapy data into meaningful educational activities. Responsibilities include: working under limited supervision using standardized practices and/or methods; leading, guiding, and/or coordinating others; and operating within a defined budget. Utilization of some resources from other work units is often required to perform the job's functions. There is a continual opportunity to impact the organization’s services. Responsibility The usual and customary methods of performing the job's functions require the following physical demands: occasional lifting, carrying, pushing, and/or pulling; some stooping, kneeling, crouching, and/or crawling; and significant fine finger dexterity. Generally the job requires 40% sitting, 40% walking, and 20% standing. This job is performed in a generally clean and healthy environment. Working Environment Masters degree in job related area. Experience Job related experience within specialized field is required. |
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| Description | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Essential Functions Administers standardized and/or supplemental assessments (e.g. hearing screenings, etc) for the purpose of identifying students with communication disorders. • Assesses students' communication skills (e.g. articulation, fluency, voice,expressive and receptive language, etc.) for the purpose of identifying communication disorders, determining program eligibility and developing recommendations for treatment. • Collaborates with a variety of groups and/or individuals (e.g. parents, teachers, physicians, administration, team members, other professionals, etc.) for the purpose of communicating information, resolving issues and providing services in compliance with established guidelines. • Consults with teachers, parents, other personnel and/or outside progessionals for the purpose of providing requested information, developing plans for services, making recommendations and/or coordinating speech/language therapy serices with those of other disciplines. • Coordinates meetings and processes for eligible students (e.g. testing/screening, IEPs, parent conferences, pre-referral staffing, etc.) for the purpose of presenting evaluation results, developing treatment plans, and/or providing training to parents/students/staff. • Designs therapeutic strategies for the purpose of modifying communicative behavior and/or identifying appropriate assistive devices. • Develops treatment plans, interventions and/or educational materials for the purpose of minimizing the adverse impact of communication disorders in compliance with state and federal regulatory requirements. • Directs the work of assigned Speech Paraprofessionals for the purpose of providing guidance and ensuring that program objectives are achieved. • Furthers personal education via staff development, college courses, etc. for the purpose of staying current with the latest and best practices, and learning new theories and technologies. • Instructs assigned Speech paraprofessionals and other staff members for the purpose of providing information on communicative disorders, use of assistive devices and feeding techniques and/or implementing prescribed treatment plans. • Instructs eligible students in the use of appropriate communication technologies (e.g. hearing aids, FM systems, augmentative communication devices, etc.) for the purpose of minimizing the adverse educational impact of communication disorders as per state and federal regulations. • Interprets medical reports within the scope of Speech/Language Pathologist’s experience and goals for the purpose of providing information and/or ensuring that treatment/intervention plans are appropriate. • Maintains confidentiality for the purpose of protection of students, staff, parents, and school district. Maintains files and/or records (e.g. progress reports, activity logs, treatment plans, required documentation, quarterly reports, screening results, etc.) for the purpose of ensuring the availability of information as required for reference and/or compliance. • Participates in meetings, workshops, and seminars (e.g. training, IEPs, team meetings, etc.) for the purpose of conveying and/or gathering information. • Performs site visits at multiple work sites including home visits for the purpose of providing therapy and assistance as required. Prepares a wide variety of written materials (e.g. activity logs, correspondence, memos, treatment plans, reports, required documentation, etc.) for the purpose of documenting activities, providing written reference, and/or conveying information. • Provides speech and language therapy to students for the purpose of minimizing the adverse impact of speech and language disorders on student success. • Researches resources and methods (e.g. intervention and treatment techniques, assessment tools and methods, community resources, etc.) for the purpose of determining the appropriate approach for addressing students' needs. • Responds to inquiries (e.g. parents, teachers, staff, students, etc.) for the purpose of providing information and/or referrals as appropriate. • Transports supplies and equipment to a variety of sites for the purpose of ensuring the availability of items as needed |
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| Application Procedure | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Clearances and Mandated Reporter Certificate required before offical start date. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
