The Bridge School

Employment Opportunity – Speech-Language Pathologist for Classroom/Transition

The SLP provides services within a unique service delivery approach in the role of co-teacher in the classroom with a full-time special educator and in providing support to students who have graduated and returned to a home school district placement.  In addition to providing intensive, individualized, AAC-focused SLP services, the SLP actively collaborates with the special educator in the delivery of the educational curriculum and works with the Transition team to provide training and resources with school district personnel who are working with a Bridge School graduate..  Given the nature of the student population at The Bridge School, the SLP participates in extensive ongoing collaborative efforts with the transition and educational staff, parents, multiple consulting service providers (e.g. occupational therapist, teacher of the visually impaired, assistive technologist) and representatives of local public school districts and agencies.  The SLP reports to the Associate Executive Director.

Essential Functions

Essential and other important responsibilities and duties may include, but are not limited to, the following:

  • Evaluates student’s current level of functioning as it relates to the areas of speech, language and communication, using appropriately modified assessment tools, and leading to the development of comprehensive interdisciplinary educational plans
  • Regularly evaluates and reports on student progress in areas related to language access, use of communication tools and strategies, social interaction, participation and self-determination, identifying strengths and needs to assist the team in making program modifications; reports of progress are based on appropriate documentation and data collection
  • Participates in the IEP process and engages in ongoing collaboration with parents and interdisciplinary staff
  • Designs an appropriate learning environment incorporating appropriate strategies, assistive technologies and adapted, multi-sensory materials; accommodates for individual and group learning needs
  • Develops and implements appropriate instructional activities, based on established curriculum, which meet the individual learning needs of students and maximizes communication and participation opportunities
  • Conducts AAC needs assessments for each student, assisting in long-range multi-modal system planning;
  • When appropriate, conducts clinical trials for students demonstrating the need for AAC equipment and technologies
  • Develops protocols and trains significant communication partners in the use and interpretation of communication behaviors, techniques, and strategies that enable effective communication
  • Documents and updates communication system vocabulary, as needed;  problem-solves ways to increase access to language and communication across multiple partners, and resolves AAC equipment breakdowns
  • Manages individual student educational programs (as assigned), including: overseeing the child’s schedule to ensure his/her needs are met; overseeing communication from home to school and school to home; coordinating the agenda for student team meetings; conferring with outside team members as necessary; assisting the transition coordinator in planning for and implementing a successful transition
  • Supervises Instructional Assistants, interns and volunteers, including: scheduling activities; training; mentoring and supervising; and conducting performance evaluations
  • Participates in overall educational program and team planning and development activities, including activities to address Bridge School’s long range strategic goals and initiatives
  • Participates in the ongoing information dissemination of Bridge School materials, resources and strategies through a variety of outreach activities
  • Participates in ongoing professional development opportunities
  • Collects, analyzes and reports observational data, as required for research and other purposes

Minimum Qualifications

Sufficient education, training and/or work experience to demonstrate possession of the following knowledge, skills and abilities, typically acquired through:

  • Possession of Master¹s Degree in Speech-Language Pathology
  • California licensure in Speech-Language Pathology (RPE candidates may be considered) and/or
  • Speech-Language Pathology Services Credential or
  • Clinical Rehabilitative Services Credential from California Commission on Teacher Credentialing
  • Certificate of Clinical Competence desired (CF candidates may be considered)

Knowledge, Skills & Abilities.

  • Experience working as a member of an interprofessional, collaborative team
  • Knowledge of special education principles and strategies as applied to children with severe speech and physical impairments
  • Knowledge of augmentative/alternative communication principles, best practices, strategies, and technology applications currently available in the field
  • Ability to prepare comprehensive reports, speak and write effectively and work under a minimum of direction
  • Ability to coordinate and direct a variety of complex tasks and assignments
  • Ability to elicit the cooperation of others and work collaboratively as an effective with team member
  • Ability to effectively train and share knowledge constructively with parents, staff and others. Ability to achieve the professional confidence of others and assimilate information, in a manner consistent with the essential job functions
  • Ability to exercise good judgment and make sound decisions in a manner consistent with the essential job functions
  • Ability to operate assigned equipment, including computers, AAC tools and technologies and other assistive technologies
  • Ability to maintain physical condition and stamina appropriate to the performance of assigned duties and responsibilities

Working Conditions

Work in a classroom/school environment, overseeing the physical, social and learning needs of children with severe speech and physical impairments.

This job description does not promise or imply that the functions listed are the only duties to be performed or that the position may not change or be eliminated. Employees are always expected to follow their supervisor’s instructions and to perform the tasks requested by their supervisors.

If interested, please submit a cover letter and a resume for consideration to mfallen@bridgeschool.org.