About this opportunity
Schenectady City School District lists this Long Term Substitute Speech Language Pathologist opportunity in schenectady, New York. Review the employer’s description below for duties, qualifications and application requirements.
Job description
Long Term Substitute Speech Language Pathologist
nApplication Deadline
n10/31/2026
nPosition Start Date
n10/1/2026
nPosition Title
nLong Term Substitute Speech Language Pathologist
nRequired Application Type
nTeacher / Admin
nSalary/Pay Scale
n$54,100 - $76,846 per year
nJob Description
nLong Term Substitute Speech Language Pathologist
n(anticipated coverage dates 09/01/ /30/2027)
nSpeech Language Pathologist Role
nThis position reports to the Pupil Services Division and school principal in a midsize urban school district located in the Capital region of Upstate New York. The Speech Language Pathologist (Speech Therapist) will work with teachers, parents, and school leaders to develop plans and strategies. Speech Language Pathologist (Speech Therapist) will possess the competencies necessary for serving the linguistic and educational needs of children, adolescents and families. This position requires a high degree of culturally responsiveness, continuous reflection and creativity when it comes to addressing the needs of students.
nSpeech Language Pathologist Expectations
nnnWork across all levels to provide appropriate speech-language services in Pre-K, elementary, middle, junior high, and high schools with no school level underserved.
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nnServe a range of disorders as delineated in the ASHA Scope of Practice in Speech-Language Pathology and federal regulations - work with students exhibiting the full range of communication disorders, including those involving language, articulation (speech sound disorders), fluency, voice/resonance, and swallowing. Myriad etiologies may be involved;
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nnEnsure educational relevance by determining whether the disorder has an impact on the education of students. Therefore, address personal, social/emotional, academic, and vocational needs that have an impact on attainment of educational goals;
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nnProvide unique contributions to curriculum based on focused expertise in language. Offer assistance in addressing the linguistic and metalinguistic foundations of curriculum learning for students with disabilities, as well as other learners who are at risk for school failure, or those who struggle in school settings;
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nnHighlight language/literacy by contributing significantly to the literacy achievement of students with communication disorders, as well as other learners who are at risk for school failure, or those who struggle in school settings;
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nnProvide culturally competent services by ensuring that all students receive quality, culturally competent services. Use expertise to distinguish a language disorder from “something else.” That “something else” might include cultural and linguistic differences, socioeconomic factors, lack of adequate prior instruction, and the process of acquiring the dialect of English used in the schools. Use expertise to ensure a more accurate and appropriate identification of student needs. Also be prepared to address the impact of language differences and second language acquisition on student learning and provide assistance to teachers in promoting educational growth;
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nnHelp students meet the performance standards of a particular school district and state;
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nnEngage in preventing academic failure in whatever form those initiatives may take; for example, in Response to Intervention (RTI). SLPs use evidence-based practice (EBP) in prevention approaches;
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nnEngage in conducting assessments in collaboration with others that help to identify students with communication disorders as well as to inform instruction and intervention, consistent with EBP;
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nnProvide interventions that are culturally responsive and appropriate to the age and learning needs of each individual student and is selected through an evidence-based decision-making process;
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nnEngage in designing schoolwide programs that employ a continuum of service delivery models in the least restrictive environment for students with disabilities, and provide services to other students as appropriate;
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nnEngage in data-based decision making, including gathering and interpreting data with individual students, as well as overall program evaluation are essential responsibilities;
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nnEnsure compliance with federal and state mandates as well as local policies in performance of their duties. Activities may include Individualized Education Program (IEP) development, Medicaid billing, report writing, and treatment plan/therapy log development;
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nnEngage in collaboration by working in partnership with others to meet students' needs;
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nnComplement and augment those services provided by other professionals who also have unique perspectives and skills. Work collegially with general education teachers who are primarily responsible for curriculum and instruction. Work closely with reading specialists, literacy coaches, special education teachers, occupational therapists, physical therapists, school psychologists, audiologists, guidance counselors, and social workers, in addition to others. Work with school and district administrators in designing and implementing programs is crucial;
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nnDevelop relationships with universities to exchange shared knowledge and perspectives;
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nnDevelop community relationships with a variety of individuals and agencies (e.g., physicians, private therapy practitioners, social service agencies, private schools, and vocational rehabilitation) who may be involved in teaching or providing services to children and youth;
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nnDevelop relationships with families by engaging families in planning, decision making, and program implementation;
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nnDevelop relationships with students by engaging them in goal planning, intervention implementation, monitoring of progress, and self-advocacy appropriate to age and ability level;
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nnProvide direction in defining their roles and responsibilities and in ensuring delivery of appropriate services to students;
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nnAdvocate for appropriate programs and services for children and adolescents, including reasonable workloads, professional development opportunities and other program supports. Also work to influence the development and interpretation of laws, regulations, and policies to promote best practice;
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nnPlay a vital role in inducting new professionals;
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nnDesign and conduct professional development;
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nnProvide training to parents of students of all ages with regard to communication development and disorders. Strive to create a language- and literacy-rich environment;
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nnParticipate in research to generate and support the use of evidence-based assessment and intervention practices.
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n nSpeech Language Pathologist Key Qualities
nnnAble to be empathetic by caring, understanding, and cultivating an empowering environment for all students;
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nnDemonstrates patience with serious issues, students and families;
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nnAble to be dependable in ways that develop trust with students;
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nnAble to implement an organizational system to support both case management and student needs simultaneously;
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nnBeing able to observe with skill and listen closely;
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nnBeing able to make impartial informed decisions on behalf of students and families;
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nnAbility to be persistent and resilient when dealing with setbacks;
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nnWilling to be flexible and multitask as needed on demand;
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nnAbility to use a culturally responsive approach to develop relationships and execute interventions with fidelity;
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nnWillingness to learn, in order to be relatable, flexible, personable and adaptable;
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nnEngages in continuous self-care.
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n nSalary Dependent on duration of appointment. (Daily rate $269.16-$277.28 if less than a semester)
nJob Qualifications
nMinimum Qualifications
nnnNYS certification as a Speech Language Pathologist (Speech Therapist) is required;
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nnGraduation from a regionally accredited or New York State registered college or university;
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nnCSE experience preferred;
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nnExperience working in schools and with children preferred.
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n nApplication Procedure
nAbout Schenectady City Schools
nWith a population of nearly 10,000 students, the Schenectady City School District is one of the largest in the Capital Region. With an incredibly diverse population we are committed to ensuring that all children feel valued, are safe and will learn. We place the highest priority on a culture of equity, ensuring that race, economics, and disability are never predictors of student achievement. Every child in our district counts and will be supported each step of the way, along the path to graduation.
nThe Schenectady City School District is committed to hiring members of protected classes and residents of the City of Schenectady. For more information on the District’s recruitment and hiring plan, please contact the Human Resources Office at ext. 40133. The Schenectady City School District does not discriminate on the basis of age, color, creed, disability, marital status, veteran status, national origin, race or gender. This policy is in compliance with Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, and the Regulations and By-Laws of the Board of Education of the Schenectady City School District.
nJob Category
nTeacher
nJob Location
nTo Be Determined
nAdditional Information
Worksite address
schenectady, NY, 12309, US
Who can apply
Review the original listing for work authorization, qualifications and employer requirements.