What about learning drives us to do more than deliver the lesson? Maybe we’re overachievers. Or maybe we just know what real impact looks like. Each one of us has seen passion win over fear, vision become relentless focus and belief in human potential make it all the way to the finish line. 

Are you ready to find a career with a company whose mission, vision, and values align with yours? Our mission is to design new models for educational success and raise academic achievement for all learners.  Can you see yourself fitting into this mission with us? If yes, please apply today!

POSITION SUMMARY:

As part of Arizona State University’s charter to provide access and excellence, ASU Preparatory Academy shares this commitment by demonstrating all students can achieve at the highest levels, regardless of their background. To scale our current impact, ASU Preparatory Academy is advancing a major expansion program taking fundamental responsibility for the communities we serve.

The Speech Language Pathologist is responsible for the development, implementation, and coordination of the speech-language therapy program focused on improving, restoring, and/or maintaining the students’ ability to perform tasks in educational settings. The Speech Language Pathologist will participate in Individual Education Plan (IEP) conferences and meetings designing systems, programs and services that maximizes students’ abilities in of speech, voice, fluency, pragmatics, language and/or oral motor skills. In collaboration with teachers, parents, administrators and other professionals to strengthen connections between home and school, and ultimately creating an effective educational environment. 

GRANT FUNDED POSITION

This is a grant funded position. Continuation is contingent on future grant funding.

QUALIFICATIONS:

• Master's Degree in Speech Pathology or Communications Disorders from an accredited college or university. 
• Valid Certificate from American Speech-Language-Hearing Association (ASHA) of Clinical Competence
• Valid Arizona DPS-Issued IVP Fingerprint Clearance Card.
• Spanish bilingual abilities, highly preferred but not required. 
• Any equivalent combination of experience and/or education from which comparable knowledge, skills and abilities have been achieved.

DUTIES AND RESPONSIBILITIES:

• Provide high quality direct speech-language therapy services to students according to the students’ IEPs/504 plans. 
• Conduct assessments, translate and analyze assessment results, and develop reports to determine strengths and concerns in areas of speech, voice, fluency, pragmatics, language and oral motor skills. 
• Participate in IEP conferences, team meetings, and problem-solving meetings. 
• Develop treatment plans, in conjunction with instructional staff, that are strength-based, as well as child and family centered for overall educational improvement. 
• Ensure evaluations, intervention plans, and service delivery are aligned with school, state, and federal guidelines. 
• Assist and guide teachers in observing, describing, and referring suspected and identified speech and language delays/disorders. 
• Integrate interventional services into the classroom, as appropriate. 
• Evaluate and/or translate research into practice and understand research design and statistics in sufficient depth to plan and conduct investigations and program evaluations for improvement of services. 
• Provide support services to parents/guardians, as needed. 
• Coordinate and/or collaborate with a range of individuals/agencies to promote and provide comprehensive services to students and families. 
• Improve systems and procedures and initiate corrective actions. 
• Take appropriate action ensure compliance and accuracy with all tasks and responsibilities. 
• Additional duties may be assigned as necessary.

KNOWLEDGE, SKILLS AND ABILITIES:

• Knowledge of speech therapy theories, models of practice, principals, and evidence based practice, as well as their application. 
• Knowledge of oral-motor skills and childhood development. 
• Ability to articulate the role of the occupational therapy in the evaluation, intervention planning, and intervention process. 
• Ability to analyze and assess tasks relative to areas of occupation, performance skills, activity demands, contexts, and student factors to implement the intervention plan. 
•  Knowledge of appropriate functional interventions to meet students’ needs. 
• Ability to implement and assess functional interventions for effectiveness. 
• Ability to articulate, represent professional demeanor and ability to take initiative.

PHYSICAL DEMANDS:

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee is frequently required to stand and talk or hear and sometimes walk and sit. The employee must use hands, arms and fingers to input data, handle, feel or reach. While performing the duties of this job, the employee may occasionally push or lift up to 15 lbs. such as boxes, supplies, etc. Specific vision abilities required by this job include close vision such as to read handwritten or typed material, and the ability to adjust focus, close vision, distance vision, color vision, peripheral vision and depth perception.

LOCATION: 

Immersion - Polytechnic Campus (Mesa, AZ), Phoenix Campus

TRAVEL: 

Occasional travel may be required for site visits, meetings, trainings and/or conferences. Locations may vary and may require overnight stays.

This job description is subject to change at any time.