PLEASE NOTE: Your application will expire one year from the time of submission. Please feel free to apply to any other positions for which you may qualify.

Job Posting End Date:

Deadline to apply is 11:59 PM on

02-13-2024

Job Title:

Lead Speech-Language Pathologist - 12 Month

Contract Type:

12 Month

Annual Salary:

$57,000.00 - $96,841.00

(Support staff salary will be based on internal equity and experience)

Location:

FL - HOME OFFICE

Job Description Summary:

Our Mission is to equip students for success by developing and delivering highly effective digital learning through an intuitive online platform.

FLVS does not discriminate in admission or access to, or treatment or employment in its programs and activities on the basis of race, color, religion, age, sex, national origin, marital status, disability, genetic information or any other reason prohibited by law.

The Position:

Position General Summary:

The Lead Speech-Language Pathologist promotes and enhances the overall mission of FLVS by assisting in the provision of services and resources for students who have speech and/or language impairments and ensuring requirements are met for students with disabilities as mandated by district, state, and federal requirements and regulations. The Lead Speech-Language Pathologist works directly with the schools, families, and students to identify student needs, administer assessments, interpret assessment results, coordinate therapy sessions, and provide direct and indirect services based on established IEP goals and objectives.

Essential Position Functions:

• Assists with the development of efficient procedures for the identification and referral of students that complies with district and state procedures to determine student eligibility for services and supports

• Seeks a variety of services and supports through community resources and agencies to meet the needs of students with disabilities

• Assists with the development of a professional library that can be accessed by parents and other professionals in conjunction with instruction

• Assists with the selection of materials, equipment, or supplies and maintenance of timely, accurate inventory logs

• Serves as a resource to district and school staff; conducts workshops at the schools regarding speech-language services and proper procedures for the identification and referral of students

• Works closely with the ESE SLP Manager in determining and addressing program needs, needs of the schools and assisting with scheduling for the SLP team

• Organizes and maintains a caseload of students

• Coordinates and facilitates meetings as needed/as required for each student assigned to the caseload

• Coordinates scheduling and provides specialized therapy services and supports through individual and/or group sessions that focus on meeting the educational and social and emotional needs of the student(s)

• Maintains timely, detailed, accurate service logs in an online platform

• Uses multiple data sources to produce measurable goals and objectives to develop appropriate Individual Educational Plans (IEPs) to meet individual student needs

• Chooses and/or creates appropriate activities, interventions, and supports necessary to develop speech, voice, fluency, and language skills by employing instruction/therapeutic methods to meet each student’s individual needs

• Monitors and assesses student achievement; develops and disseminates progress reports at least quarterly

• Selects and administers screeners, assessments, and evaluations for students in a virtual platform

• Develops comprehensive reports and provides analysis and interpretation of results and proposed treatment plans

• Gathers background information as necessary on the student’s educational, medical, social, and psychological history to assist with determining potential causes of speech disorders

• Complies with evaluation standards and determines eligibility for services based on the Florida Department of Education eligibility guidelines for speech and language impairments

• Manages the documentation and implementation required for staffing, annual reviews, re-evaluations, and dismissal processes

• Provides families with the required information regarding the IDEA Procedural Safeguards

• Utilizes the Florida DOE Portal to Exceptional Education Resources (PEER) program for ESE/IEP paperwork

• Serves as a member of an interdisciplinary team and participates in the Student Support Team meetings, IEP meetings, and 504 meetings as required

• Responds in a timely manner to referrals from the Student Support Team, ESE, 504, and requests from parents or school staff

• Communicates regularly with students, parents, teachers, other school/district staff, and external stakeholders, and provides training and materials as applicable

• Instructs students and parents/guardians in exercises to implement at home and in the care and use of specialized equipment

• Prepares and maintains accurate, punctual records for regular tracking and monitoring to provide data required for Survey reports, audits, program planning, and comprehensive needs assessments and to meet district, state, and federal policies

• Remains current concerning best practices, instructional and technological advances, and other matters concerning speech-language therapy by continued professional development through a variety of means and disseminates new knowledge to other stakeholders.

• Maintains confidentiality of student and other professional information and protects the privacy of student records per The Family Educational Rights and Privacy Act (FERPA)

• Fosters and maintains positive rapport with current contract customers, to ensure client satisfaction

• Meet professional obligations through efficient work habits such as, meeting deadlines, honoring schedules, coordinating resources and meetings in an effective and timely manner, and demonstrate respect for others

• All work responsibilities are subject to having performance goals and/or targets established

(These essential functions are not to be construed as a complete statement of all duties performed. Employees will be required to perform other job related duties as required.)

Minimum Requirements:

Education/Licensure/Certification:

• Master’s Degree or higher with graduate major in Speech-Language Pathology or Communicative Disorders

• Florida Department of Education Certification in Speech-Language Impaired (K-12) and/or licensure in Speech/Language Pathology by the State of Florida Department of Professional Regulations

Experience:

• Minimum of three years in field of Speech-Language Pathology

• Minimum of three years in the field of Education

• Teletherapy and virtual education experience preferred

Knowledge, Skills, and Abilities (KSA's):

• Knowledge of current trends and research in speech, hearing, and language impairments and related therapies

• Comprehensive knowledge of state and federal rules, regulations, policies, and legislation related to identification, evaluation, remediation, and implementation of physical therapy programs

• Understanding of associated laws (IDEA, ADA, Section 504) and the legal rights related to the program

• Demonstrate the ability to successfully support the FLVS core competencies, values, and expectation for student-centered behaviors

• Knowledge of students in a distance-learning environment

• Operational knowledge of the Internet and Web-related technologies

• Work independently with little direct supervision

• Ability to collaborate on group projects and work as part of a team

• Responsible, accountable, and self-motivated

• Strong work ethic to achieve school goals

• Effective multi-tasking and time management skills

• Ability to utilize all required and recommended FLVS computer applications

• Strong written and verbal communication skills

• Knowledge and experience with Medicare and Medicaid reimbursement procedures

CORE COMPETENCIES FOR SUCCESS:

COMMUNICATION SKILLS

Clearly and effectively conveys and/or presents information verbally; summarizes what was heard to mitigate miscommunication; Shares ideas and perspectives and encourages others to do the same; Informs others involved in a project of new developments; Disseminates information to other employees, as appropriate; Effectively uses multiple channels to communicate important messages; Keeps supervisor well informed about progress and/or problems in a timely manner; Writes in a clear, concise, organized and convincing way for a variety of target audiences; The written message is consistently error-free; The written message has the desired effect on the target audience

CUSTOMER FOCUS

Prioritizes customers (internal and external) and their needs as primary and is dedicated to meeting their expectations; Develops and maintains customer relationships; builds credibility and trust; Quickly and effectively solves customer problems; Provides prompt, attentive service in a cheerful manner; adapts to changing information, conditions or challenges with a positive attitude; Incorporates customer feedback into delivery of service to provide the best experience possible for the customer; Actively promotes FLVS in community by serving as a FLVS ambassador or volunteer

INTERPERSONAL SKILLS

Relates well with others; Treats others with respect; Shares views in a tactful way; Demonstrates diplomacy by approaching others about sensitive issues in non-threatening ways; Considers and responds appropriately to the needs, feelings and capabilities of others; Fosters an environment conducive to open, transparent communication among all levels and positions; Takes the initiative to get to know internal and external customers

FUNCTIONAL /TECHNICAL EXPERTISE

Has the skills, abilities, knowledge and experience to be successful in functional area of expertise; Dedicates time and energy to keeping abreast of the latest information related to area of expertise and technology; Picks up on technology quickly; Does well in technical courses and seminars; Produces high quality work in organized and timely fashion

INDIVIDUAL CONTRIBUTOR COMPETENCIES FOR SUCCESS:

PEER RELATIONSHIPS

Finds common ground and solves problems for the good of all; Can represent his/her own interests and yet be fair to other groups; Solves problems with peers with minimal “noise”; Is seen as a team player and is cooperative; Easily gains trust and support peers; Encourages collaboration; Is candid with peers

CREATIVITY

Comes up with a lot of new and unique ideas; Easily makes connections among previously unrelated notions; Tends to be seen as original and value-added in brainstorming sessions; Takes calculated risks; Is not afraid to try new things and potentially “fail fast”

SELF KNOWLEDGE

Seeks feedback; Gains insight from mistakes; Is open to constructive criticism; isn’t defensive; Proactively seeks to understand his/her strengths and areas for growth; applies information to best serve organization; Recognizes how his/her behavior impacts others and incorporates insight into future interactions

PLANNING

Accurately scopes out length and difficulty of tasks and projects; Sets objectives and goals; Breaks down work into the process steps; Develops schedules and task/people assignments; Anticipates and adjusts for problems and roadblocks; Measures performance against goals; Evaluates results

ORGANIZING

Uses his/her time effectively and efficiently; Concentrates his/her efforts on the more important priorities; Can attend to a broader range of activities as a result of organizing time efficiently; Can marshal resources (people, funding, material, support) to get things done; Can orchestrate multiple activities at once to accomplish a goal; Arranges information and files in a useful manner

PROBLEM SOLVING

Uses rigorous logic and methods to solve difficult problems with effective solutions; Probes all fruitful sources for answers; Can see hidden problems; Is excellent at honest analysis; Looks beyond the obvious and doesn’t stop at the first answers

DRIVE FOR RESULTS

Can be counted on to exceed goals successfully; Very bottom-line oriented; Steadfastly pushes self and others for results; Is full of energy for the things he/she sees as challenging; Not fearful of acting with a minimum of planning; Consistently seizes opportunities; Consistently exceeds goals

Physical Requirements and Environmental Conditions:

• Frequency of travel: Frequent travel is required for meetings, trainings, and conferences; location may vary and may require overnight stays

• Light physical activities and efforts required working in an office environment

(Reasonable accommodations will be made in accordance with existing ADA requirements for otherwise qualified individuals with a disability.)