Speech-Language Pathologist (SLP)

Reports to Principal
FLSA Status: Exempt

 

To learn more about Harwood Unified Union School District and our schools, visit https://huusd.org/our-schools

 

Position Objective

 

The Speech-Language Pathologist (SLP) provides comprehensive speech and language services aligned with the HUUSD Mission and Vision, Vermont Special Education Regulations, and federal law. The SLP case manages, coordinates, and delivers evidence-based communication services to students with disabilities to ensure access to the general curriculum in the least restrictive environment (LRE). The SLP supports students’ academic, social, emotional, and functional communication development to maximize educational outcomes.

 

Essential Duties and Responsibilities

 

Planning and Preparation

• Integrate research-based best practices, current findings, and special education law into service delivery.


• Develop standards-based Individualized Education Programs (IEPs) using assessment data.


• Use multiple sources of student data to guide instructional and therapeutic planning.


• Serve as liaison to ensure smooth transitions between schools, classrooms, and programs.


• Coordinate services with related service providers, external agencies, and community resources.


• Plan, develop, and monitor Extended School Year (ESY) services as required.


• Collaborate with classroom teachers to modify curriculum, instructional groupings, materials, and assessments to support student success.

Assessment and Eligibility

• Administer and interpret comprehensive communication assessments using standardized and non-standardized measures.


• Evaluate speech, language, voice, fluency, hearing-related, cognitive, and pragmatic language skills.


• Interpret clinical and educational findings to determine eligibility and service recommendations.


• Confer with parents, educators, specialists, and administrators regarding evaluation procedures and results.

Instruction and Intervention

• Provide direct and indirect speech-language services to students individually and in small or large groups.


• Deliver services within general education and specialized settings as determined by IEP teams.


• Implement evidence-based interventions targeting articulation, language, fluency, voice, pragmatics, and functional communication.


• Integrate assistive technology and augmentative/alternative communication (AAC) systems when appropriate.


• Support classroom teachers with strategies that promote communication access and skill generalization.


• Provide timely feedback regarding student progress to families and educational teams.

Learning Environment

• Create and maintain a respectful, inclusive, and supportive therapeutic environment.


• Promote student integration consistent with normalization and LRE principles.


• Coordinate and supervise assigned paraeducators to ensure effective service delivery.


• Implement behavioral and social communication strategies to support student participation.


• Maintain a safe environment and protect students, materials, and equipment.

Collaboration and Consultation

• Participate in EST/MTSS processes, including referrals, screenings, and supplemental supports.


• Provide training and consultation to teachers, paraeducators, and staff regarding speech and language disorders and intervention strategies.


• Collaborate in program planning and evaluation with building and district leadership.


• Maintain ongoing communication with families through meetings, conferences, and outreach.


• Participate actively in school events, in-service meetings, and district committees.

Professional Responsibilities

• Maintain accurate, confidential, and timely records in compliance with district, state, and federal requirements.


• Engage in continuous professional growth aligned with Individual Professional Development Plans and district goals.


• Serve as a resource and leader in speech and language programming across the district.


• Uphold HUUSD policies, administrative regulations, and professional ethical standards.


• Advocate for students and make decisions based on “what is best for students.”

Supervision

• Reports to and is evaluated by the School Principal.


• Grades 7–12: Receives additional general administrative direction from the Department Chair.

Supervisory Responsibilities

• Grades K–8: Train, assign, and direct assigned paraeducators; advise in evaluation, hiring, and continued employment.


• Grades 9–12: Assist the Department Head in training, planning, and directing assigned paraeducators; serve in an advisory role in personnel decisions.

Qualifications

 

Education & Experience

• Master’s degree in Speech-Language Pathology or related discipline.


• Three to four years of relevant experience preferred.


• Knowledge of Vermont Special Education Law preferred.


• Working knowledge of sign language preferred.

Certifications and Licenses

• Valid Vermont Professional Educator’s License with 3-84 Endorsement (Level II preferred).


• Valid Vermont driver’s license preferred and may be required.

Skills and Abilities

• Language: Read and interpret educational research, legal regulations, and technical documents; write reports, correspondence, and IEP documentation; present information effectively to parents, staff, administrators, and community members.


• Mathematics: Interpret standardized assessment data including standard scores, percentiles, confidence intervals, and standard error of measurement.


• Technology: Proficient with word processing, Microsoft Office applications, educational software, AAC devices, and adaptive equipment.


• Reasoning: Analyze data, solve practical problems, interpret written and verbal directives, and adjust interventions accordingly.


• Communication & Interpersonal Skills: Collaborate effectively with students, families, colleagues, administrators, and external agencies; demonstrate conflict resolution, stress management, and team-based problem-solving skills.

Physical Effort and Stress

• Frequent: Standing, walking, sitting, speaking, hearing, and using hands for instructional materials and technology.


• Occasional: Reaching, climbing stairs, stooping, kneeling, crouching, lifting/carrying or restraining students, and driving.


• Regularly manages stress and resolves conflicts.


• Requires visual acuity including close, distance, peripheral, depth perception, and focus adjustment.

Working Conditions

• Occasional exposure to outdoor weather conditions.


• Noise level typically quiet to moderate.

This position provides specialized instructional and therapeutic leadership in speech and language services, ensuring equitable access to learning and communication for students across the district.