Entry Level Linguist Jobs (NOW HIRING)

SPEECH-LANGUAGE AND HEARING SPECIALIST
SPEECH-LANGUAGE PATHOLOGIST

 
DESCRIPTION
The Speech-Language and Hearing Specialist/Speech-Language Pathologist is responsible for assessing students and providing speech and language services at the assigned preschool, elementary, and secondary schools for students with communication disabilities.  
QUALIFICATIONS
Credential Required: Applicants must hold a valid CA Speech-Language Pathology Services Credential or a CA State License from the Speech-Language Pathology and Audiology and Hearing Aid Dispensers Board or Possession of, or eligibility for, the California Clinical or Rehabilitative Services Language, Speech and Hearing Credential, or the Speech-Language Pathology Services Language, Speech and Hearing Credential, or the equivalent.
Education: Bachelor's degree, English Learner Authorization, Proof of passing the California Basic Educational Skills Test (CBEST) or equivalent.
Experience: Experience working at a school is preferred but not required at entry level. Demonstrate knowledge of current best practices in speech-language pathology Demonstrate practical communication skills and an ability to work in a multi-disciplinary team.
WORK YEAR
186 days.
SALARY SCHEDULE
Placement on the salary schedule according to academic background and creditable work experiences.  GUSD accepts up to 11 years of contractual experience with another school district.
ESSENTIAL FUNCTIONS

1. Screen, identify, assess, and develop recommendations in the areas of articulation, phonology, oral motor, semantics, syntax, pragmatics, voice, fluency, and augmentative/alternative communication for pupils with communicative disorders.
2. Utilize appropriate diagnostic assessment procedures, following professional guidelines, to thoroughly and accurately diagnose communicative disorders using both formal and informal assessment measures.
3. Develop, implement, and monitor Individualized Education Program (IEP).
4. Develop goals and objectives and provide collaboration, consultation, and direct service to meet individual needs as determined by the IEP team.
5. Complete treatment notes and progress reports in a timely manner and according to school policy.
6. Provide and utilize appropriate and effective speech and language assessment procedures and therapy experiences for pupils from a wide range of socio-economic and cultural backgrounds.
7. Knowledge and experience in assessment and interventions serving students with disabilities who are also English Language Learners.
8. Collaborate and participate in IEP meetings, Student Study Team (SST) meetings, and other school site meetings as appropriate.
9. Ability to present assessment findings, implications and recommendations in a clear and sensitive manner to parents and school district personnel.
10. Ability to work flexibly and cooperatively as a part of a transdisciplinary assessment team and routinely complete assignments with pre-established timelines.
11. Communicate clearly and effectively with others, both orally and in writing.
12. Research and utilize new information regarding intervention/treatment techniques methods, assessment materials to enhance pupil educational opportunities and outcomes.
13. Promote and maintain pupil records and documentation with confidentiality
14. Performs other duties as assigned.  

KNOWLEDGE, ABILITIES, AND PERSONAL CHARACTERISTICS

1. Ability to plan, organize, prioritize, and manage time.
2. Maintains a positive attitude towards students, learning, and teaching.
3. Ability to observe and evaluate student activities.
4. Ability to cope with multiple tasks.
5. Ability to drive to sites to communicate and meet with staff and students.
6. Knowledge of and ability to use computer-based programs.
7. Ability to communicate effectively by providing clear, concise instruction using academic language.
8. Ability to listen without bias and provide appropriate feedback.
9. Knowledge of methods for effective collaboration and the ability to work collaboratively with all stakeholders.
10. Ability to work effectively with all racial, ethnic, linguistic, economic, and disability groups.
11. Demonstrate understanding, patience, and approachability toward students, parents, and colleagues.
12. Ability to demonstrate proficiency in written and oral English.
13. Excellent interpersonal, oral, and written communication and problem-solving skills.
14. Oral and written proficiency in a second language preferred.

 
SUPERVISION
Under the immediate direction Director of Special Education.