Speech and Language Pathologist
Gary, IN · On-site
Maintain communication with the building faculty regarding the role of the SLP. ? Develop work schedule(s), which will fit the needs of the students, school, and faculty. ? Report to building ...
Speech and Language Pathologist
Gary, IN · On-site
Maintain communication with the building faculty regarding the role of the SLP. ? Develop work schedule(s), which will fit the needs of the students, school, and faculty. ? Report to building ...
Speech and Language Pathologist
Gary, IN · On-site
Maintain communication with the building faculty regarding the role of the SLP. ? Develop work schedule(s), which will fit the needs of the students, school, and faculty. ? Report to building ...
Speech and Language Pathologist
Gary, IN · On-site
Maintain communication with the building faculty regarding the role of the SLP. ? Develop work schedule(s), which will fit the needs of the students, school, and faculty. ? Report to building ...
Maintain communication with the building faculty regarding the role of the SLP. ? Develop work schedule(s), which will fit the needs of the students, school, and faculty. ? Report to building ...
Maintain communication with the building faculty regarding the role of the SLP. ? Develop work schedule(s), which will fit the needs of the students, school, and faculty. ? Report to building ...
Lecturer
West Lafayette, IN · On-site
... MS-SLP and AuD), and a PhD program. The department includes 18 tenure track faculty and 13 clinical faculty who support each other in meeting the department's academic mission at both the ...
Lecturer
West Lafayette, IN · On-site
... MS-SLP and AuD), and a PhD program. The department includes 18 tenure track faculty and 13 clinical faculty who support each other in meeting the department's academic mission at both the ...
Slp Faculty information
What is the difference between Slp Faculty vs Speech-Language Pathologist?
| Aspect | Slp Faculty | Speech-Language Pathologist |
|---|---|---|
| Credentials | Master's or Doctorate in Speech-Language Pathology, faculty credentials vary by institution | Master's or Doctorate in Speech-Language Pathology, ASHA certification |
| Work Environment | Universities, colleges, academic settings | Hospitals, clinics, schools, private practice |
| Employer & Industry Usage | Educational institutions, higher education | Healthcare, educational, private practice |
| Job Focus | Teaching, research, academic responsibilities | Diagnosing and treating speech and language disorders |
While both roles require similar credentials, Slp Faculty primarily focus on teaching and research within academic settings, whereas Speech-Language Pathologists work directly with clients to diagnose and treat speech and language issues in healthcare or educational environments.
What is an SLP faculty?
SLP faculty are educators and professionals who teach and conduct research in the field of Speech-Language Pathology, typically at colleges or universities. They are responsible for preparing future speech-language pathologists by delivering lectures, supervising clinical practicums, and contributing to academic scholarship. SLP faculty members may also be involved in curriculum development, advising students, and participating in professional organizations. Their work ensures students gain both theoretical knowledge and practical skills necessary for certification and professional practice.
What opportunities are available for SLP faculty to collaborate with clinical practitioners and students in a university setting?
SLP Faculty frequently collaborate with clinical practitioners through supervision of student clinical experiences, joint research projects, and participation in interprofessional education initiatives. This collaboration allows faculty to stay current with clinical practices and enhance the real-world relevance of their teaching. Additionally, SLP Faculty often mentor students in their clinical placements, bridging the gap between academic coursework and hands-on practice. These collaborative activities not only enrich the educational environment but also offer faculty valuable networking and professional development opportunities.
What are the key skills and qualifications needed to thrive as an SLP faculty, and why are they important?
To thrive as SLP Faculty, you need advanced knowledge in speech-language pathology, a graduate degree (typically a PhD or EdD), ASHA certification (CCC-SLP), and relevant teaching or clinical experience. Familiarity with instructional technology, learning management systems (like Canvas or Blackboard), and current assessment tools is important. Exceptional communication, mentorship, and organizational skills distinguish top faculty members. These competencies ensure effective teaching, student engagement, and the advancement of evidence-based practice in the field.
What are popular job titles related to Slp Faculty jobs in Indiana?
For Slp Faculty jobs in Indiana, the most frequently searched job titles are:
What job categories do people searching Slp Faculty jobs in Indiana look for?
The top searched job categories for Slp Faculty jobs in Indiana are:
What cities in Indiana are hiring for Slp Faculty jobs?
Cities in Indiana with the most Slp Faculty job openings:
Full-time
Re-posted 3 days ago
Job description
Position Type:
Student Support Services/Speech and Language Pathologist
Date Posted:
4/11/2024
Location:
Special EducationPURPOSE STATEMENT
The job of Occupational Therapist is for the purpose of conducting occupational therapy for students in an educational setting.
ESSENTIAL FUNCTIONS
The list of duties and responsibilities are intended only as illustrations of the various types of work performed. The omission of specific duties does not exclude them from the position if the work is similar, related, or a logical assignment to the position.
? Complete comprehensive and appropriate evaluations according to State Standards, District Guidelines, and ASHA Guidelines.
? Provide a complete diagnostic summary report including a summary of evaluation information and educational relevance.
? Complete IEP paperwork in a timely manner.
? Cooperate with the special education team, recommending/planning for program services in compliance with state standards.
? When appropriate, make referral for further evaluation.
? Obtain and use diagnostic information
? Participate in building committee in order to provide interventions, screening, and/or evaluation referral information.
? Maintain on-going assessment to verify progress toward established goals.
? Maintain communication with the building faculty regarding the role of the SLP.
? Develop work schedule(s), which will fit the needs of the students, school, and faculty.
? Report to building principal(s) and Director of Special Education.
? Develop and maintain the instructional component of the IEP according to the results of the evaluation and on-going assessment of progress.
? Develop long-range goals and specific objectives.
? Complete daily notes for each student in a timely manner.
? Document student progress, attendance, etc.
? Use a variety of approaches and materials to address the IEP that are compatible with the student's age and interest, and abilities.
? Stay abreast of and implement new instructional strategies.
? Provide therapeutic intervention with students to enhance student performance.
? Expected Skills and Experience: Have a Master's degree in Speech-Language Pathology from an accredited school of speech-language pathology. Have an ASHA Certificate of Clinical Competence. Have a current IN license or be qualified for IN license as a Speech-Language Pathologist. Have two years of related experience, preferably with preschool/elementary school aged children.
? Demonstrate knowledge of current best practices in the area of speech-language pathology.
? Demonstrate effective communication skills and an ability to work in a multidisciplinary team.
? Be committed to meeting the needs of a diverse student population.
? Have excellent time management skills, flexibility, and ability to work independently and problem solve.
? Have a passion for public schools.
? Adhere to a high level of professional and ethical standards.
SUPERVISORY RESPONSIBILITIES:
Students.
QUALIFICATIONS
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Knowledge of:
? The principles of diagnostic evaluation and interpretation.
Skill in:
? Using a computer and related software applications.
? Using modern office equipment.
Ability to:
? Provides comprehensive school speech services to students, parents and school staff, addressing barriers that limit a student from receiving the full benefit from their educational experience
? Respond to referrals from school administration, parents, teachers, and the specialized services team, by providing direct services and consultation to teachers and families.
EDUCATION AND EXPERIENCE
Master's of Speech Pathology
CERTIFICATION
Speech Pathology Certification required
PHYSICAL DEMANDS
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. Sedentary Work: Exerting up to 10 pounds of force occasionally and/or a negligible amount of force frequently or constantly to lift, carry, push, pull or otherwise move objects, including the human body. Sedentary work involves sitting most of the time. Jobs are sedentary if walking and standing are required only occasionally and all other sedentary criteria are met. Specific vision abilities required by this job include the ability to adjust focus.
WORK ENVIRONMENT
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.
Required Testing
Student Support Services/Speech and Language Pathologist
Date Posted:
4/11/2024
Location:
Special EducationPURPOSE STATEMENT
The job of Occupational Therapist is for the purpose of conducting occupational therapy for students in an educational setting.
ESSENTIAL FUNCTIONS
The list of duties and responsibilities are intended only as illustrations of the various types of work performed. The omission of specific duties does not exclude them from the position if the work is similar, related, or a logical assignment to the position.
? Complete comprehensive and appropriate evaluations according to State Standards, District Guidelines, and ASHA Guidelines.
? Provide a complete diagnostic summary report including a summary of evaluation information and educational relevance.
? Complete IEP paperwork in a timely manner.
? Cooperate with the special education team, recommending/planning for program services in compliance with state standards.
? When appropriate, make referral for further evaluation.
? Obtain and use diagnostic information
? Participate in building committee in order to provide interventions, screening, and/or evaluation referral information.
? Maintain on-going assessment to verify progress toward established goals.
? Maintain communication with the building faculty regarding the role of the SLP.
? Develop work schedule(s), which will fit the needs of the students, school, and faculty.
? Report to building principal(s) and Director of Special Education.
? Develop and maintain the instructional component of the IEP according to the results of the evaluation and on-going assessment of progress.
? Develop long-range goals and specific objectives.
? Complete daily notes for each student in a timely manner.
? Document student progress, attendance, etc.
? Use a variety of approaches and materials to address the IEP that are compatible with the student's age and interest, and abilities.
? Stay abreast of and implement new instructional strategies.
? Provide therapeutic intervention with students to enhance student performance.
? Expected Skills and Experience: Have a Master's degree in Speech-Language Pathology from an accredited school of speech-language pathology. Have an ASHA Certificate of Clinical Competence. Have a current IN license or be qualified for IN license as a Speech-Language Pathologist. Have two years of related experience, preferably with preschool/elementary school aged children.
? Demonstrate knowledge of current best practices in the area of speech-language pathology.
? Demonstrate effective communication skills and an ability to work in a multidisciplinary team.
? Be committed to meeting the needs of a diverse student population.
? Have excellent time management skills, flexibility, and ability to work independently and problem solve.
? Have a passion for public schools.
? Adhere to a high level of professional and ethical standards.
SUPERVISORY RESPONSIBILITIES:
Students.
QUALIFICATIONS
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Knowledge of:
? The principles of diagnostic evaluation and interpretation.
Skill in:
? Using a computer and related software applications.
? Using modern office equipment.
Ability to:
? Provides comprehensive school speech services to students, parents and school staff, addressing barriers that limit a student from receiving the full benefit from their educational experience
? Respond to referrals from school administration, parents, teachers, and the specialized services team, by providing direct services and consultation to teachers and families.
EDUCATION AND EXPERIENCE
Master's of Speech Pathology
CERTIFICATION
Speech Pathology Certification required
PHYSICAL DEMANDS
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. Sedentary Work: Exerting up to 10 pounds of force occasionally and/or a negligible amount of force frequently or constantly to lift, carry, push, pull or otherwise move objects, including the human body. Sedentary work involves sitting most of the time. Jobs are sedentary if walking and standing are required only occasionally and all other sedentary criteria are met. Specific vision abilities required by this job include the ability to adjust focus.
WORK ENVIRONMENT
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.
Required Testing
- Drug Test
- Background Clearance
About Gary Community School
Sourced by ZipRecruiter
Company size
1,001 - 5,000 Employees
Headquarters location
Gary, IN, US
Year founded
1909