School Speech-language Pathologist

Agency

Eastern NC School for the Deaf

Division

Eastern NC School for the Deaf

Job Classification Title

School Speech-language Pathologist (NS)

Position Number

Grade

ED24

About Us

North Carolina State Government is one of the states largest employers with over 76000 employees all working toward a common goal: a safer and stronger North Carolina. We are a large organization comprised of various agencies offices and universities each providing important public services.

Eligible state employees are entitled to comprehensive benefits including a variety of leave options professional development opportunities insurance and more. To learn more about the benefits of being a North Carolina state employee visit the N.C. Office of State Human Resources website.

Permanent temporary and time-limited state government jobs can be found from the mountains to the coast. Find your next opportunity today!

Description of Work

Utilizing leadership advocacy and collaboration school-based speech-language pathologists provide prevention assessment and remediation services for students who exhibit difficulties in the areas of language speech voice and fluency. These services are designed to help children meet their educational are the major functions of the speech-language pathologists employed in educational environments. Each function is followed by related evidences. Because each work situation is different it is not likely that all of the evidences will be demonstrated by all speech-language and OversightScreening Testing Diagnosing and AdvisingManaging Conducting TherapyAdhering to Local State Federal Regulations and Ethical PracticesLiaison

Knowledge Skills and Abilities/Management Preferences

*70% Direct Services:All of these activities are completed independent of direct supervision:Individual and/or Group Therapy Sessions: This includes special emphasis in the following areas: receptive and expressive language; articulation; speech reading; voice; fluency; certain aspects of aural habilitation which are necessary for the development of speech and language skills; and the use of and training of augmentative communication systems/devices with students identified as having this need. The Speech Language Pathologist also provides sessions within the classroom working with staff/students in regards to Standard Course of Study and Individualized Educational Plans (IEP) Language Evaluations: Speech Language evaluations involve performing specific standardized as well as non-standardized tests to determine the range nature and severity of the speech language impairment. Testing procedures may include but are not limited to the areas of: articulation voice speech reading receptive/expressive language and certain aspects of aural habilitation which are necessary for the development of speech language skills. Adaptation and flexibility of testing procedures are often necessary in order to obtain reliable/valid results from younger students and difficult to test students. These tests are completed on an as needed basis. Completion of evaluation reports is included in this of individual IEPs for of session activities for treatment of communication needs.*10% Indirect Services:All of these activities are completed independent of direct supervision but are reported through Outreach Services with other professionals dealing directly with caseload and with students that do not receive direct of and/or observation of graduate student interns and/or candidates for Certificate of Clinical Competence (CCC).Attend and actively participate in meetings such as departmental curriculum and teacher meetings. Also act as an interdisciplinary team member by participating in IEPs.*5% Education:Most are completed independent of consultative services to classroom teachers in order to inform them of various communication techniques employed by individual students that should be reinforced in the academic consultative service to classroom teachers regarding language sampling interpretation of test data and specific techniques for classroom consultative services to parents in regards to their childs overall communicative with educators and parents information regarding materials books and supplies designed to enhance the communication skills of deaf and hard of hearing in-service programs for educational/residential staff in regards to speech/language concerns of deaf and hard of hearing workshops/consultative services to local school units college programs other professionals regards to Speech/Language concerns IEPs state guide-lines etc. for the deaf and hard of hearing in continuing education activities in order to keep up with current trends in deaf education speech/language/auditory techniques with this population professional issues community agencies and resources to meet pupils needs.*5% Administration:Most are completed independent of regularly the effectiveness of the Speech/Language program and revise as needed as well as formulate policies and procedures for the ENCSD Speech/Language program consistent with policies and procedures of the Department of Public Instruction ENCSD and speech/language professional and actively participates in meetings such as departmental and curriculum and actively participates in continuing education as a member of the interdisciplinary team by serving on in purchasing and maintaining special equipment and supplies for the speech/language equipment and supplies needed for speech/language development at with other professionals educators Local Education Agencys (LEA) and DPI facilities by sharing information which will assure that the most effective efficient and up-to-date speech/language program is available to students at with other professionals health care agencies and community organizations to promote the integration and mutual support of ENCSD familiar with non-governmental funding sources.*10% Record Keeping:Develop and/or participate in the writing of the IEP. Update information following evaluation schedule as to goals achieved revised and records from student contact re: therapy notes classroom activities IEP progress reports evaluations/reevaluations as needed. Maintain files of test protocols and other pertinent information of each other forms regarding individual students as needed i.e. behavioral observations or reports behavior incidents appropriate records and documentation for Medicaid services (if holding valid NC licensure).Other Position Characteristics:Accuracy Required in WorkWorks cooperatively with school personnel to accomplish the goals and objectives of the local education records of the speech-language program and prepares periodic reports as additional diagnostic information from appropriate persons and available records for speech-language and interprets information to make recommendations regarding the need for speech-language servicesAdjusts intervention strategies based upon student procedural documentation appropriatelyEngages in continuing education and professional growth activities related to speech-language-hearing and educationConsequence of Error:That the students IEPs would not comply with Individuals with Disabilities Education Act (IDEA) No Child Left Behind (NCLB) regulationsInstructions Provided to Employee:Individual Growth Plan (IGP) created with School Lead TeacherGuides Regulations Policies and References Used by Employee:Abides by professional code of PoliciesENCSD PoliciesSupervision Received by Employee:Responsibility for daily supervision is by the academic program supervisor and/or Administrative Officer III. Goals are established through the Individual Growth Plan. Routine and daily assignments are made orally and in writing by the supervisor. Policies procedures and directives established by and for the ENCSD will be adhered and Purpose of Personal Contacts:Collaborates/consults with classroom teachers in the management of speechlanguage disordersProvides consultation to parents teacher and other appropriate school personnelPhysical Effort:Must have dexterity skills to use sign languageMust have mobility to keep up with students and their movements around campusMust have mobility to get down and up off the floor with childrenWork Environment and Conditions:Classroom in Vestal HallCafeteriaSpeech language Therapy RoomTotal School EnvironmentMachines Tools Instruments Equipment and Materials Used:Computer and printers; Word ExcelCopierVideo Phone SystemTelecommunications device for the deaf (TDD)RelayVisual Attention Mental Concentration and Manipulative Skills:Corrected vision with normal limits for reading of sign language and supervision of childrenAbility to comprehend sign language and to express self through sign languageSafety of Others:Responsible for ensuring students are safeResponsible for reporting concerns related to safety to supervisorDynamics of Work:Interaction with students with limited abilitiesInteractions with assigned student(s) and groups of studentsInteractions with other staffInteractions with IEP proceduresInteractions with parentsInteractions with supervisor and administrationInteractions with students with physical aggression

Minimum Education and Experience

Some state job postings say you can qualify by an equivalent combination of education and experience. If that language appears below then you may qualify through EITHER years of education OR years of directly related experience OR a combination of both. See the Education and Experience Equivalency Guide for details.

Please use the appropriate education and experience requirements set by the Dept. of Public Instruction.

EEO Statement

The State of North Carolina is an Equal Employment Opportunity Employer and dedicated to providing employees with a work environment free from all forms of unlawful employment discrimination harassment or retaliation. The state provides reasonable accommodation to employees and applicants with disabilities; known limitations related to pregnancy childbirth or related medical conditions; and for religious beliefs observances and practices.

Recruiter:

Simone Nichelle Leigh

Recruiter Email: