Entry Level Pathology Jobs in Oklahoma (NOW HIRING)

Position Type:
District Wide
Date Posted:
2/1/2026
Location:
District Wide/Multiple Locations
JOB TITLE: Speech/Language Pathologist
DEPARTMENT: Special Services/Assigned Site
REPORTS TO: Director of Special Education/School Principal
FLSA STATUS: Exempt
SALARY: Based on Degree and Years of Experience
MINIMUM JOB REQUIREMENTS:
Education: Master's degree in Speech/Language Pathology; current Oklahoma teacher certification; certification for Clinical Competency in Speech Pathology (CCC-SLP) through ASHA; current Oklahoma Board of Examiners for Speech/Language Licensure or temporary license for entry level Speech Pathologist
Entry level year Speech Pathologist are required to hold a temporary Oklahoma license, have completed a master level program in speech/language pathology and must be supervised by a district SLP according to ASHA requirements.
Experience: 3 years of experience as an SLP preferred
Skills: Computer literate; Excellent written and oral communication ability; expertise in Speech and Language acquisition, disorders, and interventions; expertise in special education laws and regulations; ability to build and maintain cooperative relationships with students, teachers and administrators.
Ent
SUMMARY:
ESSENTIAL JOB FUNCTIONS: These statements are intended to describe the responsibilities assigned to the position and are not intended to represent an exhaustive list of all responsibilities, duties and skills required.
1. Conducts comprehensive assessments to evaluate students' speech and language skills; interprets assessment results to identify communication disorders; develops a Multidisciplinary Evaluation and Eligibility Group Summary (MEEGS) & Individualized Education Plan (IEP) in compliance with state and federal regulations when appropriate.
2. Participates in IEP meetings and contributes to the development of education goals related to speech and language; ensures compliance with IEP requirements and maintains appropriate documentation; completes assessments/checklists for progress reports per grading period or as directed by district; completes electronic documentation in EdPlan for progress and Medicaid documentation & billing.
3. Designs and implements therapeutic interventions as stated on the student's IEP; provides direct therapy services in individual and/or group settings; monitors and documents student progress towards goals, adjusting interventions as necessary; provides consultation or collaboration services as appropriate to reinforce speech-language skills within the student's academic setting.
4. Works closely with teachers, special education staff, and other professionals to support students' communication needs; provides training and resources for educators and staff on strategies to support students with speech and language challenges; engages and communicates regularly with parents about their child's progress and strategies for home support; provides low & high tech assistive technology support for teachers and students as necessary, i.e., communication devices, visual schedules, core vocabulary boards, etc.
5. Stays current with best practices in speech-language pathology and special education; participates in ongoing professional development and training opportunities; attends district and/or department special education meetings.
6. Performs additional responsibilities as assigned, including site duties aligned with the school schedule, such as supervising recess, lunch, and/or before and after school activities, as well as participating in community involvement events at the site level.
ESSENTIAL BEHAVIOR:
Ability to use sound judgment in any situation. Ability to deal successfully and rapidly with changes in assignments and properly respond to applicable correspondence/communication received. Ability to project a professional company image through in-person, phone, and electronic interaction. Ability to build and foster harmonious rapport and work cooperatively with District staff and the public while achieving the objectives and goals of the position. Ability to handle problematic and/or difficult situations professionally by communicating with the appropriate person.
ATTENDANCE STATEMENT:
Able to be in attendance for assigned responsibilities with 95% attendance.
ENVIRONMENTAL CONDITIONS:
Primarily inside working conditions; some exposure to environmental conditions during outside duty/activities. The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
PHYSICAL STANDARDS:
Able to perform activities that require standing, sitting, bending, and lifting as necessary for therapy sessions; able to engage with students in various classroom settings. The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is frequently required to sit at a desk or in meetings for long periods, travel to school sites, work on a computer for long periods.