Job Details

REPORTS TO: Director of Special Education and Student Support Services

Position Summary

Education for Change is looking for several dynamic and visionary Speech Language Pathologists who will engage students, families, and other members of our learning community to ensure high student achievement, as well as support mental health and behavior in an effort to ensure children and youth succeed academically, socially, behaviorally, and emotionally. The Speech Language Pathologist will work to prevent, assess, diagnose, and treat speech, language,social communication, cognitive-communication, and swallowing disorders in children. They will know how to successfully work in an urban elementary school with a high English Learner and low-income population, including traumatized students.

Our Approach

EFC is committed to serving ALL students, regardless of need. Our approach addresses the diverse needs of our students by offering a myriad of program designs to meet individual need. We offer inclusion, resource instruction, combined programs that include both inclusive and small group instruction, and specialized programs for students with autism, those in need of emotional supports, and students with more moderate needs. Utilizing a Multi-Tiered System of Supports, our multidisciplinary team works collaboratively to analyze and problem solve around student and staff needs. We employ a whole child approach that not only meets the basic needs of our students, but also takes into consideration their socio-emotional, academic and behavioral needs.

Responsibilities:

• Screen, assess and provide direct, individual, or small group instruction to identified students as required in the Individual Education Plan (IEP)
• Case manages students with speech and language needs
• Participate in the multidisciplinary team process regarding eligibility issues, IEP development, consultation services, and service delivery models
• Develop instructional materials and strategies for students in the Gen Ed classroom
• Serves as a resource person to other instructional staff who are providing instruction to students not eligible for language or speech services
• Plans and coordinates the work of instructional assistants or other paraprofessionals including Speech Language Pathologist Assistant (SLPA), as needed
• Prepare progress reports and maintain records which clearly and succinctly document services provided, student progress, and discharge from therapy
• Conduct thorough initial and triennial assessments of speech/language deficits
• Provides clear behavior expectations for students and monitors student behavior throughout the class and school campus
• Provides a positive learning environment that stimulates student learning and maintenance skills
• Maintain strict student and parent confidentiality
• Attend mandatory new hire professional development
• Attends regular and special staff meetings and actively participates as a member of the educational team
• Maintains professional competency by actively engaging in employer directed in-service activities and other similar opportunities provided to staff
• Attends Individualized Education Plan (IEP) meetings, Section 504 meetings, and parent conferences
• Perform other related duties as required and assigned
• Transport students, as necessary

• Valid California Speech-Language Pathology School Services credential or California Clinical or Rehabilitative Services credential with an authorization in Language, Speech and Hearing
• Ability to administer appropriate assessments, interpret history and assessment data, and design and implement appropriate intervention strategies
• Exhibit knowledge of clinical theory and its application as it relates to student educational needs
• Ability to maintain confidentiality and use sound judgement in all aspects of the job
• Must possess a growth mindset and be able to use feedback to refine practice

• Experience working with students in urban communities
• Bilingual-Spanish
• Experience working with English Language Learners
• Experience working with students with autism and behavioral/social/emotional challenges
• Outstanding communication and organization skills

• Connected- We continually work to build trusting relationships among students, families, staff, and the Oakland community at large. We are an all-hands-on-deck network driven by empathy. We value our collective identity and the individual identities of our community members and scholars such that we have a sense of collective ownership and responsibility for each other and for our scholars.
• Inclusive- We proactively disrupt predictable patterns of opportunity, power, privilege, and performance. We create an inclusive environment where multiple perspectives are not only valued but sought, where people from all backgrounds feel seen and heard and can thrive, and where we all feel a deep sense of accountability to our mission.
• Interdependent- Our success at every level is dependent on our individual and collective sustainability. To that end, we are transparent, creative, and collaborative problem-solvers who seek to build trusting relationships. We are curious and are open to new ideas while also putting systems in place to ensure continuity so that our employees can stay, grow, thrive, and help make good on our promise to our students and families.
• Learners- We support each other to develop and grow so that we can leverage our collective power, intelligence, and passion on behalf of our students. We lean on home-grown leaders who are rooted in our community. Individuals feel known and are provided opportunities to maximize their potential in alignment with their passions and goals.