1. DESCRIPTION OF DISTRICT LEVEL DELIVERY MODEL
Speech-Language Pathologists require:
a) knowledge of speech-language pathology theory, intervention strategies and practices;
b) the ability to deliver service to communicatively impaired students in a manner which recognizes and reflects a range of service delivery models;
c) possession of strong communication and interpersonal skills to work effectively with students, parents, teachers, administrators, other professionals and support workers;
d) the ability to work independently and establish priorities for service to several schools in highly demanding situations;
e) knowledge and a commitment to the consultative, collaborative process in working with school teams, parents and other relevant people.
The primary goal of the speech-language services program is to support students with communication impairments by:
a) coordinating their Speech-Language Services with the teams in their assigned schools;
b) identifying, assessing and evaluating those children suspected of having significant communicative impairment;
c) planning, developing, providing and/or directing appropriate and effective intervention programs;
d) providing on-going monitoring of children with communicative disorders through informal and formal assessments, and giving suggestions for management at home and in the classroom;
e) collaborating with school teams to support language goals in the curriculum (e.g. team teaching, I.E.P. adaptations and modifications);
f) communicating with parents to discuss their child's progress and methods of creating an atmosphere conducive to good communication;
g) acting as supportive personnel and counsel for school teams to better understand the needs of the children who are identified as communicatively impaired;
h) providing current schedules and caseloads of identified students receiving speech-language services to school teams and the Director of Instruction, Student Support;
i) performing those recording and reporting tasks necessary to maintain effective communication with all involved in the child's program;
j) initiating referrals, when necessary, to other district staff, agencies and community professionals in collaboration with the school teams.
2. MINIMUM ACADEMIC QUALIFICATIONS/EXPERIENCE
a) a Master's Degree in Speech-Language Pathology or equivalent academic training and experience.
b) must be registered with the College of Speech and Hearing Health Professionals of BC (CSHHPBC).
c) eligibility for membership in Speech and Hearing B.C. and/or Speech-Language and Audiology Canada (SAC).
3. PREFERRED QUALIFICATIONS/EXPERIENCE
Experience in speech-language pathology in the public schools.
(A valid B.C. Teaching Certificate may be an asset.)
4. REPORTING STRUCTURE
The personnel in this position are accountable in the execution of their assigned duties to the Director of Instruction, Student Support.