Assistant Language Development Jobs in Massachusetts

Position Type:
Student Support Services/Speech/ Language Assistant
Date Posted:
5/7/2026
Location:
Harry Lee Cole Elementary School
Date Available:
08/31/2026
Job Description
Position: Speech and Language Assistant
Reports to: Speech/ Language Pathologist, Special Education Coordinator, Principal
Evaluated by: Special Education Coordinator
Qualifications:
Bachelor's degree in Communication/ Education and meets the DESE and MA Division of Professional Licensure requirements for SLP Assistant.
Experience and/or knowledge regarding both typical and atypical language development of children, various disabilities, and speech/ language therapy interventions/ strategies.
Knowledge of behavior management and motivation strategies.
Good communication (both verbal and written) and organization skills.
General Areas of Responsibility:
Assists SLP in implementing students' Individualized Education Programs (IEPs), Section 504 plans, and general articulation programs by providing speech and/or language therapy to students identified in need of intervention by the Speech/ Language Pathologist (SLP).
Completes all paperwork requirements as directed.
Specific Areas of Responsibility:
Works with SLP to plan programs, implement strategies/activities and monitor student performance towards meeting Speech and/or Language goals/ objectives.
Works with students, both individually and in small groups, in various settings including but not limited to the therapy room, general or special education classroom, to support speech and/or language development.
Develops activities which support targeted speech and/or language areas.
Records performance towards goals/objectives through various means of data collection, including Medicaid documentation, and anecdotal notes.
In supporting the overall development of special education students, in addition to speech and/or language programs, the speech assistant also implements behavior, and/or social skill plans as designed by special education team members; records data as directed.
Provides verbal and/or written feedback to SLP and/or Teachers regarding students' performance so that the special education team can make adjustments as may be necessary.
Completes checklists or other guided performance scales, as directed and supervised by SLP or special educators.
In collaboration with the SLP, completes written progress reports, including but not limited to progress reports related to IEP goals/ objectives.
Participates in select special education team meetings.
Supports special education students in both general and special education classrooms, as directed by Principal or Special Education Coordinator.
Performs other responsibilities as requested by the Principal and/or Special Education Coordinator.
FLSA Status: Non-Exempt
Physical Requirements:
1. Mobility and Movement
Standing and Walking: Ability to stand and walk for prolonged periods (up to 6-8 hours per day) to instruct students, circulate the classroom, monitor hallways, and supervise recess/lunch.
Reaching and Lifting: Ability to reach overhead, above the shoulders, and horizontally to access and arrange teaching materials, whiteboards, or bulletin boards.
Lifting and Carrying: Ability to lift and carry up to 25 pounds (e.g., boxes of books, educational supplies, or technology equipment) on an occasional basis.
Bending and Kneeling: Ability to bend, stoop, kneel, crouch, or sit on the floor frequently to interact with students at their level, assist with classroom activities, and manage behavior.
Repetitive Motion: Use of hands and fingers for keyboarding, writing, grading, and manipulating materials.
2. Sensory Requirements
Visual Acuity: Specific vision abilities required include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus (e.g., to read student work, observe students across a classroom, and monitor computer screens).
Hearing Acuity: Ability to hear and understand spoken directions at a conversational level, as well as the ability to distinguish and interpret sounds (e.g., a whisper, fire alarm, or distress calls from students) in a noisy environment.
Speaking/Verbal Communication: Ability to clearly articulate verbal information to students, parents, and colleagues, including the ability to project one's voice in a classroom or auditorium setting.
3. Stamina and Duration
Sustained Energy: Ability to maintain a high level of energy and mental alertness throughout the entire school day, managing the physical and mental demands of teaching.
Sitting: Ability to sit for moderate periods to complete administrative tasks, planning, grading, or conduct small group instruction.
4. Safety and Emergency Management
Quick Response: Ability to physically respond quickly to emergencies, safety concerns, or unexpected physical demands (e.g., intervening in a student dispute, assisting an injured student, or performing emergency evacuation procedures).
Pushing/Pulling: Ability to push or pull classroom furniture or equipment as needed.
Salary Scale: https://docs.google.com/document/d/1wuwYbQCC-2eWgAzfQuiTt-uoE5Hyo_3Sk6GWrCAlo2A/edit?usp=sharing