Speech & Language Pathologist - Part- Time

Job Details: Job Location: Bruce Guadalupe Elementary - Milwaukee, WI, Position Type: Part Time, Education Level: 4 Year Degree, Salary Range: Undisclosed, Job Shift: Day, Job Category: Education, The purpose of this job is to provide evaluation and intervention to enhance a student’s level of communicative functioning in order for him/her to participate in the school environment.

This role entails developing specific goals and plans to develop speech and language skills in students and to facilitate the personal, social, and intellectual development of students. Role requires prioritizing and organizing daily work and caseload to respond to individual needs and abilities of students.

Speech pathologists will establish learning objectives consistent with the appraisal of student needs, curriculum framework, and knowledge of child development.

Selected candidates will be dedicated to improving their skill and knowledge base in current trends in speech pathology, research, and methodology in instructional techniques, to support student growth and acquisition of communication skills.

UCC School staff are dedicated, compassionate, highly effective, reflective, collaborative, culturally responsive, and committed to the academic and social-emotional development of all students.

ESSENTIAL DUTIES AND RESPONSIBILITIES: ASSESSMENT & IDENTIFICATION: Conduct formal and informal speech and language assessments in accordance with state and federal regulations. Analyze data and write comprehensive evaluation reports to determine student eligibility for speech/language services.

Participate as a key member of the multidisciplinary evaluation team. Assist in the early recognition and prevention of educational problems. Monitor student progress and make informed, timely educational decisions.

Conduct speech and language screenings and culturally responsive diagnostic evaluations to determine the need for clinical services. Conducts culturally responsive comprehensive evaluations and completes progress reports. Re-evaluates short-term objectives and writes new ones as needed.

Uses standardized instruments that are normed on native or bilingual Spanish speakers, clinical judgment, and teacher-parent input to screen, evaluate, and reassess students’ needs (consult with SLI Resource Specialist).

THERAPY & INTERVENTION: Assist in developing speech and language skills to facilitate the personal, social, and intellectual development of students. Develop and implement individualized treatment plans and IEP goals for eligible students. Provide direct therapy services (individual or group) as outlined in IEPs.

Use evidence-based interventions tailored to students’ unique needs and educational contexts. Identifies, selects, and/or creates appropriate materials and/or equipment for speech therapy services and for students with specialized needs.

Demonstrate awareness of the needs of students and provide for individual differences.

Develop and implement treatment plans for problems such as stuttering, delayed language, swallowing disorders, and inappropriate pitch or harsh voice problems, based on own assessments and recommendations of physicians, psychologists, and social workers.

Teach clients to control or strengthen tongue, jaw, face muscles, and breathing mechanisms, and develop speech exercise programs to reduce disabilities. Manages time, materials, and equipment effectively Establishes schedules for speech therapy sessions.

IEP DEVELOPMENT & COMPLIANCE: Collaborate with IEP teams to create measurable, educationally relevant goals. Participates in developing Individual Education Plans (IEPs), including measurable goals and objectives for each student’s needs as applicable to the educational setting.

Maintain accurate and timely documentation of therapy sessions, student progress, and IEP service delivery. Ensure compliance with timelines for evaluations, IEP meetings, and service provision.

PREVENTION & EARLY INTERVENTION: Participate in MTSS (Multi-Tiered System of Supports) teams to identify and support students at risk for communication delays. Deliver classroom-based or small-group language enrichment and social communication activities as needed.

CLASSROOM MANAGEMENT: Creates a safe, inclusive, and respectful classroom climate in which students are encouraged to be actively engaged in the learning process. Uses proactive, positive reinforcement strategies to encourage appropriate behavior.

Recognizes and celebrates student successes to build confidence and motivation. Foster a safe and supportive atmosphere where students feel valued and encouraged to participate Effectively monitor and supervise students at all times.

Maintains order of students and class in classroom, cafeteria, hallways, playground, and across the school environment. Manage student behavior proactively and respectfully using positive behavior supports across the school environment.

SOCIAL-EMOTIONAL LEARNING & STUDENT RELATIONSHIPS: Assist students in developing feelings of self worth and in making social adjustments which permit them to cope with disabilities. Models and teaches empathy, active listening, respect, conflict resolution, peer mediation, and restorative practices when appropriate.

Foster a safe, supportive classroom environment where students feel valued, understood, and emotionally secure.

Model and reinforce emotional regulation, empathy, problem-solving, and responsible decision-making COMMUNICATION & FAMILY ENGAGEMENT: Provides functional suggestions to teachers and parents regarding the student’s therapy program.

Instruct patients and family members in strategies to cope with or avoid communication-related misunderstandings. Builds trust and rapport with students, families, and colleagues to effectively support student achievement and growth.

Models professional and ethical standards when dealing with students, parents, peers and community. Establishes and maintains cooperative working relationships with students, parents and other professionals. Share academic and behavioral updates in a clear, empathetic, and strengths-based manner.

Collaborate with students, families, counselors, support staff, and school administrators when addressing student needs or concerns. Participate in family-teacher conferences and contribute to school events or family engagement opportunities.

PROFESSIONAL DEVELOPMENT: Stay current on research and best practices in speech-language pathology and special education. Provide training and coaching for staff on communication strategies, augmentative communication, and related topics.

Adhere to professional ethics and ASHA Code of Ethics, and maintain active state licensure and national certification (if applicable). Participate in staff meetings, workshops, and training sessions to enhance teaching skills and contribute to the school community.

Participates in all required training and meetings, as well as school and UCC training, and meetings. Reflect on teaching practices and seek opportunities for continuous improvement. Engage in professional learning communities and schoolwide initiatives. Uphold ethical practices and professional conduct.

Collaborate with colleagues, support staff, and administration to support student success. Contribute to a positive school culture and shared leadership. Adhere to required program guidelines as defined by the Wisconsin Department of Public Instruction for Special Education.

COLLABORATION & TEAMWORK: Assist teachers in the development and implementation of curriculum modifications and appropriate classroom strategies. Work with Speech Team, including a Speech Aide, and Special Services team to serve students with Speech and language impairment.

Supervise and train staff members as assigned. Consult regularly with classroom teachers, support staff, and parents to generalize communication skills across settings. Support inclusive practices by helping staff modify curriculum and environments to support communication development.

Collaborate with other specialists, such as occupational therapists, psychologists, and behavior specialists.

Collaborate with colleagues, administrators, and support staff to create and enhance a cohesive and supportive educational environment and to promote a positive school culture, cross-grade alignment, and shared best practices.

Work closely with teachers, administrators, counselors, and other professionals to provide individualized support for students with special needs Meets professional obligations through efficient work habits such as meeting deadlines, honoring schedules, collaborating with other staff, etc. Collaborate with student support teams (e. g., MTSS, 504, IEP) to develop and implement academic or behavioral support plans.

Support classroom behavior through proactive management strategies and, when appropriate, restorative practices.

RECORDS & DOCUMENTATION: Submits accurate bi-weekly timesheets in a timely manner for hourly compensation approval Maintains accurate daily records and data collection to document students’ attendance, progress, and speech services delivered.

Maintain IEP in compliance according to district, state, and federal mandates and regulations regarding special education services. Monitor student progress, maintain accurate records, and report on goal attainment regularly.

Maintain accurate and up-to-date records of students' attendance, academic performance, and behavior incidents. Prepare progress reports and other documentation in a timely manner, following school policies and procedures.

INTENDED OUTCOMES AND SUCCESS MEASURES: Percentage of students meeting or exceeding IEP speech/language goals Observable generalization of skills into classroom and social settings (noted by teacher/parent feedback) Student performance on standardized or curriculum-based speech/language assessments shows growth 100% of IEPs and re-evaluations are completed on time and include high-quality, measurable goals Services are delivere