• The Children's Guild
  • $87,300.00 -123,490.00/year*
  • Washington, DC
  • Healthcare - Allied Health
  • Full-Time
  • 715 Gallatin St NW

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General Job Description:

To provide diagnostic and therapeutic services relative to communicative skills to children enrolled in the Guild day program as determined appropriate by the Speech-Language Pathologist, to collaborate with teaching teams, primary caregivers, and other professionals to meet the child's communicative needs, and to foster understanding about communication in general.

To fulfill the IEP requirements of the assigned students in the terms set forth by the IEP and in compliance with all applicable COMAR regulations.


This position is accountable to

1) the Director of Clinical and Related Services in administrative matters and

2) the Senior Speech-Language Pathologist in clinical matters


I. Assessment

This task is successfully completed when the following are executed:

a) provide communicative screening and/or evaluation to students to determine the current level of communicative functioning and the appropriateness of intervention

b) interpret testing information and provide information, recommendations, and practical suggestions for intervention to the day program staff and primary caregiver

c) read and understand records and reports from other disciplines and determine how the information impacts on student's overall functioning

d) keenly observe student behavior during testing and therapy sessions and understand and interpret the information

II. Intervention

This task is successfully completed when the following are executed:

a) prepare and maintain schedule of service delivery for assigned students coordinating therapy times with classroom schedules and other therapy times making revisions as necessary

b) write IEP=s based on assessment information

c) provide speech and/or language therapy targeting IEP goals B setting may be individual, group, whole class group, direct or indirect, or may involve classroom coaching. Other individualized settings may be incorporated as per the needs of each student (e.g., on the playground, at Aspecials@, on trips, in group therapy sessions, etc.)

d) assume responsibility for the course and duration of service in accordance with professional and agency guidelines

e) adequately prepare and present lessons and materials for individual and/or group therapy sessions targeting language-based curricular materials and academic content as appropriate

f) collaborate planning and presentation of service with teaching teams

g) secure and/or create individualized therapeutic materials to address IEP goals

h) base intervention on ongoing assessment and modify as needed

i) address student behaviors on a daily basis and modify therapy setting and/or presentation to meet the immediate needs of the student

j) provide therapeutic relationships for students school-wide fostering an environment of support and empathy within a framework of clear boundaries

k) provide hearing screenings as necessary

III. Documentation

This task is successfully completed when the following are executed:

a) complete speech and language documentation as mandated by regulatory, licensing, and funding bodies (including daily service tickets, evaluation reports, IEP and annual updates, and IEP report cards)

b) track delivery of services and coordinate results with clinical support staff

c) collect data during therapy sessions to document performance on a regular basis

d) write documentation in concise, clear, and well written form and base recommendations and goals on diagnostic information

e) employ strong organizational skills to complete paperwork in timely manner

IV. Consultation

This task is successfully completed when the following are executed:

a) consult with teachers, clinicians, other team members, and guardians to discuss any necessary classroom modifications, the use of appropriate materials, alternative ways to present curricular material, and the need for and use of prompting or cueing, when necessary

b) consult with other disciplines (social workers, psychologist, psychiatrist, nurses, OT=s, records specialist) to discuss shared issues relative to students, therapy techniques, and/or consistency of treatment

c) serve as a resource to and/or consult with other professionals outside the Guild, when necessary

d) refer students for medical evaluation or other professional intervention (e.g., audiometric testing or ear, nose, and throat consultation) as necessary

e) provide literature and information to staff, families, and other professionals regarding communicative issues and how communication impacts on learning and academic areas

f) model appropriate communicative exchange with and among students for staff

V. Teamwork

This task is successfully completed when the following are executed:

a) communicate pertinent information regarding diagnostic findings, appropriate and individualized program design, goal establishment, and progress for students with communication problems to primary caregiver, teachers, and other appropriate staff

b) regularly and supportively participate in specific team tasks embracing the holistic delivery of services

c) actively participate in regular team meetings

d) share responsibility and accountability for the implementation of the Guild program for the students on the caseload along with other members of the team

VI. Supervision

This task is successfully completed when the following are executed:

a) may provide direct and regular supervision for staff Speech-Language Pathologists completing a Clinical Fellowship Year according to ASHA and DHMH guidelines as assigned

VII. Training

This task is successfully completed when the following are executed:

b) participate with regular and appropriate staff inservice programs for staff and as designated for supervisory staff

c) attend workshops and conferences on topics relative to communication issues and related topics

d) keep abreast of professional issues as mandated by MSDE, BESPA, ASHA, and MSHA, abiding by the Code Of Ethics as set forth by each governing agency

e) attend continuing education sessions to maintain MSDE certification and State licensing

f) stay informed on issues of literacy and academic curricula (globally in education and locally in each individual classroom)

g) provide information and training opportunities for staff by serving as a resource to staff, families, and the community through formal inservice training, participation in PTA programs, presentations at meetings, and by hosting graduate and undergraduate student observations and clinical placements

Expectations for position:

I. Demonstrate understanding of the philosophy and mission of The Children's Guild

II. Minimum Expectations

Maintain a caseload of approximately 15-25 students depending on IEP requirements

Participate with classroom teams as designated by caseload assignments.

III. Complete mandatory reading on relevant topics as assigned

Workplace conditions:

Forty-hour work week, l0 months a year

Office and therapy space provided

Diagnostic and therapeutic materials available

Position Requirements

Academic Preparation and/or Experience:

Possession of a Masters degree in Speech-Language Pathology

Possession of a Certificate of Clinical Competency in Speech-Language Pathology from the American Speech-Language-Hearing Association

Possession of a license in Speech-Language Pathology from the Maryland State Board of Examiners in AUD/HAD/SLP

Possession of Professional Certification from the Maryland State Department of Education (optional)

Minimum of one (l) year full time post-masters speech-language experience working with children

This position is currently accepting applications.

Associated topics: cfy, language, language pathologist, slp, slpa, speech, speech and language pathologist, speech language, speech language pathologist, speech therapist

* The salary listed in the header is an estimate based on salary data for similar jobs in the same area. Salary or compensation data found in the job description is accurate.

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