Speech and Language Pathologist

Please apply online at SAU39.org Souhegan High School serves the communities of Amherst, NH, and Mont Vernon, NH in SAU 39.

Souhegan High School offers curriculum and programs that challenge and expand the comfortable limits of thought, tolerance, and performance.

We are seeking student-centered educators to join our dynamic environment.

If you value flexibility, collaboration, and professionalism and desire an opportunity for shared leadership, Souhegan may be exactly what you are looking for.

Position: High School Speech and Language Pathologist – Souhegan Contract Period: Contract days per current collective bargaining unit agreement, exempt Reports To: School Principal or his/her designee Supervises: n/a Position Goal: The Speech and Language Pathologist is responsible for the education of each pupil in his/her charge, providing them with specially designed instruction in the personal, social,and intellectual skills required in their individualized education plan.

The Speech and Language Pathologist is also required to collaborate with the student and his/her/their team members in order to support the transition to post-secondary life.

The Speech and Language Pathologist is also responsible for working with students, parents, other teachers, and staff toward achieving the goals set forth in the Souhegan High School Mission Statement.

Qualifications: Minimum Education and Experience: Bachelor's Degree Applicants will be subjected to a criminal background check as required by law.

(RSA 189:13-a) Licensure/Certification Requirements: State of NH Certification as a Speech and Language Pathologist and/or ASHA Certification Evaluation: Evaluation will be based on ability and effectiveness in carrying out the responsibilities of the position as defined.

Performance will be reviewed by Administrators in cooperation with the Superintendent and in accordance with School Board policy.

Required Skills: Promote the learning and growth of all students by/through: -providing high-quality specially designed instruction.

-instructional practices that establish high expectations and create a safe and effective classroom environment.

-developing IEPs rooted in skill development, data collection, and successful transition outcomes.

-ethical, skilled, and collaborative professional practices.

Expertise in the field of special education, diagnostic evaluation, and speech and language service delivery models Flexibility and high adaptation skills Organization and communication skills Other Preferred Skills and Considerations: Experience with competency-based education and assessment Experience with specialized populations - 18-22, neurodiverse students, and/or students with social-emotional needs General Responsibilities: (Except as specifically noted, the following functions are considered essential to this position) - Develops, reviews, and monitors progress on IEP goals and objectives for caseload students.

- Designs and implements specially designed instruction for students aligning with IEP goals and objectives.

- Monitors student progress using a variety of data collection points and reports out on data to stakeholders in a timely manner.

- Communicates with teachers of caseload students regularly and provides consultative services for school staff by sharing and modeling specific techniques, interventions, and accommodations.

- Builds and maintains therapeutic treatment schedules.

- Regularly uses two-way communication with families about student performance and responds thoughtfully to communication from families with an attention to student privacy.

- Assesses, screens, and evaluates students and effectively communicates results with parents and educational staff and participates in the eligibility determination process.

- Supports general and special education co-teachers in curriculum differentiation based upon individual student needs.

- Routinely employs instructional strategies that are consistent with scholarly research and best practices in specially designed instruction.

- Creates an intellectual environment where students take academic risks by attempting challenging tasks.

- Engages in activities to improve practice, including but not limited to: soliciting feedback on practice, attending professional development, or reading relevant literature.

- Puts students first in all considerations of practice and solve problems with students' needs and feedback as a priority.

- Proposes meaningful goals with concrete steps aimed at improving student learning outcomes.

- Maintains healthy and productive professional relationships with all colleagues so that the professional culture of the school is enhanced.

- Monitors student behavior in accordance with established standards of conduct, reinforcing positive behavior and responding consistently and effectively to inappropriate behavior.

- Follows policies, procedures, goals, and approved curriculum as required by law, district policy, and administrative regulation.

- Participates in various meetings (e.g.

parent conferences, in-service training, faculty meetings, IEP team meetings, etc.).