Asha Org Jobs in Texas (NOW HIRING)

• Master’s Degree in Speech/Language Pathology
• Texas licensure from the State Board of Examiners or Speech-Language Pathology
• Certificate of Clinical Competence from ASHA
• Bilingual: Spanish/English (Required)

• Working knowledge of federal laws, state guidelines and local district policies
• Knowledge of diagnostic procedures, instructional and behavioral modifications and accommodations
• Understanding of bilingual language acquisition as it impacts assessment and treatment of speech impairment
• Thorough knowledge of communication disorders including all areas of language, phonological processes, articulation, voice and fluency
• Excellent oral and written communication skills in both English and Spanish
• Completion of Clinical Fellowship Year (CFY)
• CFY completed in public school setting is preferred, but not required

• Adhere to ASHA’s Roles and Responsibilities of Speech-Language Pathologists in the Schools
• (www.asha.org/policy/PI2010-00317/#sec1.2) including but not limited to:
• Critical Roles — SLPs have integral roles in education and are essential members of school faculties.
• Range of Responsibilities — SLPs help students meet the performance standards of a particular school district and state.
• Collaboration — SLPs work in partnership with others to meet students' needs.
• Leadership — SLPs provide direction in defining their roles and responsibilities and in ensuring delivery
• of appropriate services to students.
• Evaluate the language, articulation, voice, fluency, intellectual, academic, emotional, behavioral and/or adaptive behavioral functioning of referred students.
• Apply linguistic and cultural understanding to evaluations, treatment, professional interactions, and parent interaction.
• Administer, score and interpret appropriate evaluation instruments based on district guidelines and the specific needs of the students.
• Determine eligibility of students for speech / language therapy services. Develop Full Individual Evaluations Reports and IEPs.
• Observe federal and state time lines for evaluations and written evaluation reports.
• Schedule, invite required participants, conduct and participate in ARD / IEP meetings.
• Advocate for students including, but not limited to, requesting additional testing or instructional interventions when indicated.
• Develop and implement appropriate therapy goals and objectives.
• Conduct conferences with parents, students and teachers when needed to discuss concerns regarding
• the student’s program.
• Work collaboratively with teachers to develop therapy schedules, and provide ongoing support for students in the classroom.
• Keep accurate records of all contacts with parents and outside professionals.
• Maintain a file on each student, which meets federal and state requirements involving referral, testing, reporting, goals / objectives and current state of progress.
• Keep school administrative staff informed of the communication disorders program, schedule and individual student needs.
• Refer students with voice concerns to ENT when appropriate.
• Attend team meetings on campus and keep classroom teachers informed of the individual student’s speech / language needs.
• Participate in campus evaluation teams as needed.
• View self as a vital member of the instructional team, working together with both general and special education staff.
• Articulate support of the district’s special education program. Serve on campus committees as requested and appropriate.
• Keep informed of current issues in evaluation and treatment of communication disorders.
• Take the initiative to develop professional skills appropriate to job assignment.
• Abide by the Code of Ethics of ASHA.
• Attend scheduled Special Education meetings and in-services.
• Develop and implement in service / training programs for fellow SLPs, teachers and other district personnel.
• Consult with personnel from outside agencies as appropriate, obtaining consent as needed.
• Obtain and use evaluative findings, including student achievement data to examine program effectiveness and develop appropriate instructional strategies.
• Follow all rules, regulations, and policies of the district and follow directives from administrators.
• Perform other functions that may be assigned by Administration and/or supervisor.

• Some movement throughout the campus buildings is generally necessary (e.g., standing, walking, stooping, bending, sitting, and/or kneeling).
• Light lifting of materials and other objects associated with a classroom environment is required (e.g., books, teaching aids, up to approximately 20 – 40 lbs.).
• Candidate should be willing to contribute directly or indirectly to the development of children both inside and outside the classroom, which may include working hours in addition to the regular school day.
• Regular attendance is required for this position.

Sustainability Fridays

Free Pre-K for Staff Children

Professional Development and Coaching

403(b) plan

Texas Retirement System Plan

Stipends for candidates who meet special program qualifications