Speech Language Pathologist
Location: Annapolis Maryland
Description: Federal Staffing Resources is currently seeking to employ Speech Language Pathologist right now, this vacancy will be placed in Maryland. Further informations about this vacancy opportunity please give attention to these descriptions. To provide diagnostic and therapeutic services relative to communicative skills to children enrolled in the facilities day program as determined appropriate ! by the Speech-Language Pathologist, to
collaborate with teaching teams, primary caregivers, and other professionals to meet the child's communicative needs, and to foster understanding about communication in general.
To fulfill the IEP requirements of the assigned students in the terms set forth by the IEP and in compliance with all applicable COMAR regulations.
Responsibilities:
Accountability:
This position is accountable to
1)the Director of Clinical and Related Services in administrative matters and
2)the Senior Speech-Language Pathologist in clinical matters
Skills/Responsibilities
I. Assessment
This task is successfully completed when the following are executed:
a) provide communicative screening and/or evaluation to students to determine the current level of communicative functioning and the appropriateness of intervention
b) interpret testing information and provide information, r! ecommendations, and practical suggestions for intervention to ! the day program staff and primary caregiver
c) read and understand records and reports from other disciplines and determine how the information impacts on student’s overall functioning
d) keenly observe student behavior during testing and therapy sessions and understand and interpret the information
II. Intervention
This task is successfully completed when the following are executed:
a) prepare and maintain schedule of service delivery for assigned students coordinating therapy times with classroom schedules and other therapy times making revisions as necessary
b) write IEP=s based on assessment information
c) provide speech and/or language therapy targeting IEP goals B setting may be individual, group, whole class group, direct or indirect, or may involve classroom coaching. Other individualized settings may be incorporated as per the needs of each student (e.g., on the playground, on trips, in group therapy sessions, etc.)
d) as! sume responsibility for the course and duration of service in accordance with professional and agency guidelines
e) adequately prepare and present lessons and materials for individual and/or group therapy sessions targeting language-based curricular materials and academic content as appropriate
f) collaborate planning and presentation of service with teaching teams
g) secure and/or create individualized therapeutic materials to address IEP goals
h) base intervention on ongoing assessment and modify as needed
i) address student behaviors on a daily basis and modify therapy setting and/or presentation to meet the immediate needs of the student
j) provide therapeutic relationships for students school-wide fostering an environment of support and empathy within a framework of clear boundaries
k) provide hearing screenings as necessary
III. Documentation
This task is successfully completed when the following are executed:
a) compl! ete speech and language documentation as mandated by regulatory, licens! ing, and funding bodies (including daily service tickets, evaluation reports, IEP and annual updates,
and IEP report cards)
b) track delivery of services and coordinate results with clinical support staff
c) collect data during therapy sessions to document performance on a regular basis
d) write documentation in concise, clear, and well written form and base recommendations and goals on diagnostic information
e) employ strong organizational skills to complete paperwork in timely manner
IV. Consultation
This task is successfully completed when the following are executed:
a) consult with teachers, clinicians, other team members, and guardians to discuss any necessary classroom modifications, the use of appropriate materials, alternative ways to present curricular material, and the need for and use of prompting or cueing, when necessary
b) consult with other disciplines (social workers, psychologist, psychiatrist, nurses, OT's, rec! ords specialist) to discuss shared issues relative to students, therapy techniques, and/or consistency of
treatment
c) serve as a resource to and/or consult with other professionals outside the facility, when necessary
d) refer students for medical evaluation or other professional intervention (e.g., audiometric testing or ear, nose, and throat consultation) as necessary
e) provide literature and information to staff, families, and other professionals regarding communicative issues and how communication impacts on learning and academic areas
f) model appropriate communicative exchange with and among students for staff
V. Teamwork
This task is successfully completed when the following are executed:
a) communicate pertinent information regarding diagnostic findings, appropriate and individualized program design, goal establishment, and progress for students with communication problems to primary caregiver, teachers, and other appropri! ate staff
b) regularly and supportively participate in specific tea! m tasks embracing the holistic delivery of services
c) actively participate in regular team meetings
d) share responsibility and accountability for the implementation of the facilities program for the students on the caseload along with other members of the team
VI. Supervision
This task is successfully completed when the following are executed:
a) may provide direct and regular supervision for staff Speech-Language Pathologists completing a Clinical Fellowship Year according to ASHA and DHMH guidelines as assigned
VII. Training
This task is successfully completed when the following are executed:
a) participate with regular and appropriate staff inservice programs for staff and as designated for
supervisory staff
b) attend workshops and conferences on topics relative to communication issues and related topics
c) keep abreast of professional issues as mandated by MSDE, BESPA, ASHA, and MSHA, abiding by the ! Code Of Ethics as set forth by each governing agency
d) attend continuing education sessions to maintain MSDE certification and State licensing
e) stay informed on issues of literacy and academic curricula (globally in education and locally in each individual classroom)
f) provide information and training opportunities for staff by serving as a resource to staff, families, and the community through formal inservice training, participation in PTA programs,
presentations at meetings, and by hosting graduate and undergraduate student observations and clinical placements
Expectations for position:
I. Demonstrate understanding of the philosophy and mission of the facility
II. Minimum Expectations
Maintain a caseload of approximately 15-25 students depending on IEP requirements
Participate with classroom teams as designated by caseload assignments.
III. Complete mandatory reading on relevant topics as assigned
W! orkplace conditions:
Forty-hour work week, l0 months a year
Diagnostic and therapeutic materials available
Qualifications:
Possession of a Masters’ degree in Speech-Language Pathology
Possession of a Certificate of Clinical Competency in Speech-Language Pathology from the American Speech-Language-Hearing Association
Possession of a license in Speech-Language Pathology from the Maryland State Board of Examiners in AUD/HAD/SLP
Possession of Professional Certification from the Maryland State Department of Education (optional)
Minimum of one (l) year full time post-masters speech-language experience working with children
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If you were eligible to this vacancy, please email us your resume, with salary requirements and a resume to Federal Staffing Resources.
If you interested on this vacancy just click on the Apply button, you will be redirected to the official website
This vacancy starts available on: Thu, 25 Jul 2013 09:28:03 GMT