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Speech & Language Pathologist
Creekside School

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Speech & Language Pathologist

Creekside School
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Job Summary

$60k-110k per year
Job Type
Full-time, Part-time
Job Last Posted
Job posted 13 days ago
Job Role
Speech Pathologist
Employer's Industry
Nonprofit, Education
Job Schedule
Afternoons, Mornings, Weekdays

Job Description

Are you an experienced SLP working with students on the moderate to severe end of the autism spectrum? We are a small, NPS setting looking for an SLP to deliver direct service minutes and oversee our SLPA. Open to full-time or part-time schedules for the right candidate. 



Rev. 8/14

TCS Job DescriptionTitle of Position: Speech Language Pathologist (SLP)

Reports to: Head of School
Coordinates with: Program Specialist, other Therapists, Special Education Teachers, Classroom Staff, Consultants and Related Service Providers

Management responsibilities: serve as primary person all Teaching Assistants/Classroom Support staff report to in terms of Speech, Language and Communication. As needed, serve as supervisor of Speech Language Assistants, Aides, and SLP Clinical Fellows 

Education/ Experience:

  • Master’s or PhD in Speech-Language Pathology; Certificate of Clinical Competence (CCC) from ASHA; CA state license to practice as a therapist
  • 3 years experience working with those on the autism spectrum and/or working with clients who are moderate to severely affected by a developmental disability in a professional setting
  • 2 years working with those who are non verbal using AAC (voice output, high/low tech systems)
  • 3 years experience collaborating with other professionals (therapists, teachers, staff) on a student’s IEP team
  • 1 year of experience completing and presenting formal and informal assessments, progress reports, and IEPs for students with special needs
  1. Have an extensive understanding (and the ability to demonstrate this understanding) of typical and atypical development of children, a variety of behavioral strategies/theories, how to work with those with severe sensory and communicative challenges, and the unique and individual learning styles of those with developmental disabilities. 
  2. Expertise in assistive technology (AT) including augmentative and alternative communication (AAC) systems, various voice output devices, and using the iPad as a voice output device and a means to facilitate communication and engagement. The ability to demonstrate, articulate and train others (staff, parents, etc.) in using various strategies.
  3. The ability to assess students in various AAC systems, determining an appropriate system given his/her set of needs. 
  4. Be able to adapt and/or modify activities/curriculums to engage and teach each individual despite their challenges (physical, academic, emotional) thus promoting speech/language/communication 
  5. Be able to develop, implement, and model functional, experienced-based communication opportunities within a highly individualized curriculum.
  6. Be open to learning about and implementing new approaches used with children who have special needs through trainings, coaching sessions, and conferences; be able to transfer new learning into practice
  7. Be energetic, acting as a model for appropriate and genuine affect.  
  8. Must demonstrate the ability to be a self-initiator, creative and flexible to meet the needs of the individual learning styles of the children and be able to demonstrate this consistently.  
  9. Have collaborative team skills to effectively communicate, work with, and learn from others, maintaining a positive rapport with other staff members, administration, parents, consultants, outside care providers, and community members
  10. Exercise leadership skills, including: taking ownership of responsibilities, recognizing when systems don’t work and developing/implementing new systems, and knowing when/how to take activities further (to the next ability level of the activity, a different direction/component with the same activity, different ways to use the same materials, teaching new skills)
  11. Have strong problem solving skills with a solutions-focused approach to any issues as they arise (with students, staff, parents, community members, etc.).
  12. Be willing to be consistent with the philosophy and approach of the unique TCS program.
  13. Have good judgment, tact, and ability to maintain the highest level of professionalism as a leader, a model to other staff members, and a representative of the organization
  14. Have the ability to take direction and follow through with tasks as assigned 
  15. Have exemplary organizational skills and efficiency in completing tasks within the timeframe as assigned; the ability to manage time effectively while maintaining a high quality of work.
  16. Have the skill set to problem solve basic computer issues, have a working knowledge of Macs and PCs.  Should also have working knowledge of computer software and equipment such as: Boardmaker, MyTalk, Picasa, Microsoft Word, Excel, PowerPoint, Gmail, Google apps (calendar, docs, groups, email), Pages, iPads, flip cameras, and digital cameras, etc.
  17. Have an advanced understanding of English grammar and usage, editing/proofreading skills, and strong verbal and written communication skills
  18. Provide an exemplary speech, language, and communication program to assigned students and establish a school wide environment that fosters learning and development 
  19. Serve on the School-wide leadership team: Work with administration, other therapists, the Teachers and Classroom Staff to help facilitate a school program that allows students to meet IEP goals and developmental milestones and facilitates the development of: self-regulation, the ability to sustain engagement, positive attitudes and a sense of self, healthy social relationships, increasing levels of independence, and emotional well-being.  While the curriculum and educational program is collaborative and transdisciplinary in nature, the SLP’s areas of expertise are in functional communication (both receptive and expressive), life skills, and social/emotional/behavioral development 
  20. Lead the speech aides, SLPAs and Clinical Fellows in a collaborative, respectful manner that supports the learning and professional goals of each staff member  
  21. Be self-reflective and objective for the ultimate benefit of the students and school program, give and take feedback in a positive and supportive way
  22. Help to maintain a clean, organized, effective, and healthy school environment and facilities
  23. Be active in maintaining the efficacy and integrity of the organization within the goals/philosophy of the organization; Strive to maintain the philosophy, and mission of the program to the highest capacity
  24. Be supportive of and maintain positive relationships with all parents, care providers, students, other staff members, administrative staff, the board of directors, colleagues, district officials, and community members.
  25. Teach/support students with the necessary speech, language and communication skills appropriate to their ability level that will provide a solid foundation for an active, positive, healthy, and independent adulthood. 
  26. Teach and promote the development of functional communication, life skills, and social skills to all students.  Develop individualized speech, language, and communication programs for each student as part of their overall educational program.
  27. Ensure all staff are consistently following through with the speech, language, and communication portion of each students’ program. 
  28. Work with parents, family members, other care providers and the home support staff to promote speech, language, and communication outside of school.
  29. Write, develop, edit and implement IEPs, complete and edit Progress Reports, develop and/or complete assessments and other documents as assigned within the time frames as assigned.  All completed documents must be turned into the Special Educator for review, feedback, and additional edits before finalizing.
  30. Ensure data is regularly taken on IEP goals; data should be reviewed and analyzed regularly, making any necessary changes to the educational program with the collaboration and support of the program specialist and/or head of school
  31. Actively participate in school-level planning, meetings/committees and other school system groups. Serve as a school leader and senior staff member in a collaborative team environment.  Lead classroom meetings and parent/staff conferences in the absence of a Special Educator, actively participate in trainings and staff development days. Act as the administrator on duty during community outings as needed and/or in the absence of the program specialist or head of school. 
  32. Participate in curriculum/program development by working with other staff to build and improve the school wide and individualized/modified curriculum. Work with special educators to modify curriculum to suit the communicative needs of students. Lead/participate in curriculum development groups.
  33. Communicate effectively and respectfully with all parents, care providers, students, other staff members, administrative staff, the board of Directors, colleagues, district officials, and community members.   
  34. Help to maintain active and regular communication between students’ home and school using school systems in place such as Google groups, encourage all parents/families to be active in the educational program 
  35. Work with head of school to assure the school program/classroom is adhering to all laws, regulations, and standards set forth by the Department of Education, particularly as it applies to maintaining the school’s NPS status
  36. Maintain the confidentiality of all students and families
  37. Manage time and resources effectively and appropriately; work within the classroom budget, ensure the classroom money and documents are organized, maintained and secure 
  38. Help Special Educators to develop effective classroom management and organizational systems when needed with the support and collaboration of the head of school and program specialist; help to ensure maintenance of these systems
  39. Work in a positive manner with all other school staff recognizing differences in work styles and to support the individual growth and development of coworkers.
  40. Assign tasks/responsibilities to SLPAs, speech aides, and Clinical Fellows in a proactive, respectful, and supportive manner; encourage feedback and ideas from all staff
  41. Seek guidance, support, clarification, or additional information from head of school or program specialist when needed; be responsible for own learning/understanding 
  42. When needed, present problems, issues or concerns to the head of school and program specialist in a respectful, proactive, and solutions-focused manner; issues or concerns with specific staff members should be communicated in the same manner to that person directly.  Receive critical feedback/ fellow staff concerns in an equally respectful, proactive, and solutions-focused manner
  43. Ensure that clinical notes and files pertaining to the speech, language, and communication components of the educational program are regularly maintained and documents and paperwork are updated as needed- (Note: this may be delegated to others, but the SLP is ultimately responsible for ensuring this maintenance)
  44. Help to maintain school-wide and classroom supplies and equipment assuring their organization, availability, cleanliness, and working order. The SLP must ensure all AAC equipment is in working order and regularly maintained. 
  45. Together with the SLPAs, Speech Aides, and Clinical Fellow, develop systems to organize and maintain visual supports, pictures/video, and equipment to create these supports.  
  46. Make effective use of community resources to enhance the instructional program
  47. Perform other duties within the scope of employment, experience, and certification as assigned by head of school..

Working and playing with students at The Creekside School requires a considerable amount of strength and physical movement. The following specific physical demands are required to perform the essential functions of this job:
Employees must be able to exert up to 80 lbs. of force occasionally, and/or up to 40 lbs. of force frequently, and/or up to 20 lbs. of force constantly to move objects, equipment, and to work/play with students.
Employees must be able to perform the following physical movement functions as needed:LIFTING - Raising objects from a lower to a higher position or moving objects horizontally from position to-position.  CLIMBING - Ascending or descending stairs, ramps, or hills using feet and legs BALANCING - Maintaining body equilibrium to prevent falling STOOPING - Bending body downward and forwardKNEELING - Bending legs at knees to come to rest on knee or knees.CROUCHING - Bending body downward and for-ward by bending legs and spine.CRAWLING - Moving about on hands and knees or hands and feet.STANDING -  Remaining upright on the feet, particularly for sustained periods of time. WALKING -  Moving about on foot to accomplish tasks, particularly for long distances for community outings or moving from one classroom/office to another.  Running is required for potential emergency situations and occasionally when playing with studentsPUSHING -  Using upper extremities to press against something with steady force in order to thrust forward, downward or outward. PULLING -  Using upper extremities to exert force in order to draw, drag, haul or tug objects in a sustained motion. REACHING - Extending hand(s) and arm(s) in any direction.HANDLING - Seizing, holding, grasp-ing, turning, or otherwise working with hand or hands. FINGERING - Picking, pinching, or otherwise working primarily with fingers as in handling, typing, or writing.
Outdoor swimming is a seasonal component to the educational program.  All staff employees working directly with students are required to swim and engage in water activities with the students, so the ability to swim and work with students in a pool is required.
Please Note: the population of students at TCS may exhibit behaviors such as aggression (e.g. biting, kicking, hitting), property destruction, self-injurious behavior, screaming, etc. Due to the potential safety risk for staff and students associated with working with those who may engage in behaviors of concern, All staff will be certified by the Crisis Prevention Institute® (CPI) to handle potentially dangerous situations and work to prevent crisis situations and/or hazards associated with those who engage in behaviors that pose a safety risk. Staff will not be allowed to perform Nonviolent Physical Crisis Intervention℠ or any type of physical management unless they have received the initial CPI training/certification through The Creekside School.
The CPI program is a safe, non harmful behavior management system designed to aid staff members in maintaining the best possible Care, Welfare, Safety, and Security℠ for agitated or out of control individuals even during their most violent moments.   In the event that a student requires physical management because he/she poses a serious, imminent safety risk to him/herself and/or others, Nonviolent Physical Crisis Intervention℠ will be used as a last resort.  This involves the use of safe, non harmful control and restraint positions to safely control an individual until he/she can regain control of his/her behavior.

Business Overview

Our Story

 Mission, Philosophy, and Program Goals

Mission Statement

The Creekside School dramatically improves quality of life for students and their families.

We believe that anyone can learn once we learn how to teach them.Guided by this simple premise, each student’s unique set of interests, strengths and needs drive the development of their comprehensive program. Active collaboration between professionals and families allows us to gain greater understanding of the student as a whole.

Philosophy and Methodology

Parents founded The Creekside School using the Developmental, Individual difference, Relationship-based (DIRⓇ/ Floortime™) model. DIRⓇ/ Floortime™ was originally intended for young children in clinical and home-based settings. The Creekside School uses principles of this model to develop individualized intervention programs and functional academic curricula appropriate for a school environment.

The Creekside School takes an eclectic approach to special education. Instructional and therapeutic interventions include but are not limited to Applied Behavior Analysis (ABA), SCERTSⓇ (Social Communication, Emotional Regulation, and Transactional Support), Relationship Development Intervention (RDIⓇ), speech and language therapy, occupational therapy, music therapy and inclusion.

Our highly skilled team of professionals stays current with progressive methodologies.

TCS Student Goals:

All students will achieve greater independence through:

  • Fostering effective communication
  • Learning positive behaviors and self regulation strategies
  • Building relationships and acquiring social skills
  • Gaining community skills through greater access to community
  • Developing academic skills to be generalized across multiple life contexts

TCS Organization Goals:

  • Provide a safe, nurturing environment where students thrive
  • Maintain open communication and collaboration with parents and care providers
  • Collaboratively address challenges related to the development of each student
  • Provide meaningful learning opportunities 
  • Educate students at their developmental level with age-appropriate activities
  • Teach academic, vocational, social and daily living skills 
  • Raise greater autism awareness and understanding within the community

Culture & Perks

Community Oriented
Mission Driven
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