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To use specialized knowledge and skills to facilitate student achievement in language and literacy through consultation, collaboration, direct and indirect speech-language services with students, teachers and parents in accordance with local, state and federal guidelines. To support an educational environment which encourages positive student learning and to participate in a dynamic setting with classroom teachers, administrators, curriculum specialists and other staff members in the development and implementation of the school’s programs and goals.

QUALIFICATIONS:

1. Master’s or doctoral degree in Speech/Language Pathology or Communication Sciences and Disorders from an accredited institution or a Bachelor’s degree in Communication Sciences and Disorders with a 2-year non-renewable Temporary Certificate in Speech-Language Impaired (Grades K-12) while completing requirements for the 5-year Professional Certificate.
2. Must have or obtain Speech-Language Impaired Certificate (Grades K-12) from the Florida State Department of Education or Florida Department of Health State Licensure in Speech/Language Pathology.
3. Certificate of Clinical Competence or eligible for such as prescribed by the American Speech-Language-Hearing Association preferred.

KNOWLEDGE, SKILLS AND ABILITIES:
Knowledge of speech and language development; theory and practices as they relate to the educational environment and school success; awareness of therapy intervention and learning processes; knowledge of support service delivery systems, exceptional education services and current diagnostic procedures in speech language pathology; knowledge of organization and management theory and practice. Knowledge and commitment to facilitate achievement for district expected results. Ability to work and communicate effectively with people to focus resources (both human and financial) toward the achievement of district expected results. Ability to facilitate group processes in consensus building, conflict resolution, planning and decision making. Understands that quality teaching and learning are the essential processes and product of public schools and has the ability to focus human and financial resources toward this end.
REPORTS TO: District ESE Administrator
JOB DUTIES AND RESPONSIBILITIES:
∗ Works with administrators and instructional teams to plan and implement hands-on programs and activities for students and the school.
∗ Participates as an active member with other faculty and staff.
∗ Participates in a cooperative effort with faculty and staff to plan, implement and evaluate programs of continuing school improvement.
∗ Manages classroom and supervises proper care of equipment used.
∗ Participates in personal professional growth activities focused on the acquisition of new and improved skills and knowledge.
∗ Diagnoses and analyzes student progress and programs for the purpose of providing appropriate instruction based on the developmental stages of students.
∗ Utilizes a variety of instructional techniques to meet the individual needs of students.
∗ Utilizes technology and current research in instruction.
∗ Utilizes classroom management techniques conducive to an effective classroom climate.
∗ Shows sensitivity to students, parents and the community and promotes student self-esteem.
∗ Maintains professional relationship between school and parents.
∗ Maintains contact with parents through parent conferences, IEP Meetings, telephone, or written communications.
∗ Encourages parental involvement through school activities, connecting home and school.
∗ Maintains all records as required, including but not limited to, attendance records and student progress reports.
∗ Assists in the protection of student and school property.
∗ Responsible for keeping up to date on current technology, as job appropriate, being used by OCPS. With the support of the district, attends training to ensure skill level in various technologies is at the level required to perform in current position.
∗ Responsible for timely and accurate information and electronic student data collection maintained as part of their job responsibilities.
∗ Provides consultation to teachers and parents to provide technical expertise in specific strategies and techniques to support students at risk for speech, language and literacy difficulties.
∗ Collaborates with professionals to analyze specific speech and language behaviors and develop targeted interventions.
∗ Attends IEP Team Meetings and other school meetings, when necessary, and feasible.
∗ Provides ongoing professional development in assigned schools to help school personnel identify and understand the impact of spoken and written language on student achievement deficits in students.
∗ Effectively communicates assessment results and progress of students to the educational staff, parents, and students.
∗ Communicates with outside agencies and personnel in accordance with state, federal and local policy.
∗ Keeps the school principal(s) and District ESE Administrator informed of current critical issues and incidents about which they should be aware.
∗ Participates in department meetings, contributes suggestions, enters discussions, assists in the decision-making process, and shares professional information with colleagues.
∗ Supports student achievement in schools through direct and indirect provision of speech-language interventions.
∗ Develops educationally relevant communication goals and benchmarks for the Individual Education Plan (IEP) based upon results of a speech-language assessment.
∗ Plans and implements appropriate and evidence-based speech-language therapy services to meet the goals and benchmarks on the IEP.
∗ Uses a variety of service delivery models to provide therapy to eligible students including: classroom-based direct service, consultation/collaboration and pull out as appropriate to meet student needs in the least restrictive environment.
∗ Schedules duties using a systematic workload model to facilitate the organization of the Speech-Language Program within the school.
∗ Provides assessment in a variety of ways, both authentic and standardized, which reflects student level of speech and language proficiency and educational relevance of communication disorder.
∗ Provides speech-language evaluations and re-evaluations for ESE eligibility and continued services of students with communication disorders.
∗ Monitors student progress through collection of relevant data and uses said data to prescribe specific and therapeutic services to students with speech-language disorders.
∗ Follows Florida State Eligibility Criteria for Eligibility for Speech-Language Impaired Program and State Board of Education Rules.
∗ Maintains educational certification and/or professional licensure.
∗ Manifests a professional code of ethics and values.
∗ Compiles, maintains and files all physical and computerized reports, records and other required documents.
∗ Performs other relevant duties and responsibilities as assigned by the supervisor.
ADA COMPLIANCE:

Physical Ability: Tasks involve the ability to exert very moderate physical effort in light work, typically involving some combination of stooping, kneeling, crouching and crawling, and which may involve some lifting, carrying, pushing and/or pulling of objects and materials of moderate weight (l2-20 pounds).
Sensory Requirements: Most tasks require visual perception and discrimination. Some tasks require oral communications ability. Some tasks require the ability to perceive and discriminate sounds.
Environmental Factors: Tasks are regularly performed without exposure to adverse environmental conditions such as dirt, dust, pollen, odors, wetness, humidity, rain, fumes, temperature and noise extremes, machinery, vibrations, electric currents, traffic hazards, animals/wildlife, toxic/poisonous agents, violence, disease or pathogenic substances.
EVALUATION:
Performance of this job will be evaluated in accordance with provisions as set forth in the OCPS Instructional Personnel Evaluation System procedures manual.
07/01/2026