Speech-Language Pathologist (SLP) - January 2027 Start Date

Job description

Position: Speech-Language Pathologist

Position Type: Full-time, working 186 days per year

Speech-Language Pathologist (SLP)

BASIC FUNCTION:

The Speech/Language Pathologist supports student access, participation, and progress in the general education curriculum by providing services aligned to the Least Restrictive Environment (LRE) and an Integrated Service Delivery Model (ISDM). Services are delivered through a continuum ranging from consultation to direct intervention, with an emphasis on embedding communication support within natural learning environments through collaboration with educators, families, and multidisciplinary teams.

To improve students’ communication skills in order to ensure equitable access to instruction, social interaction, and educational benefit. The Speech/Language Pathologist provides assessment, intervention, and consultative services while building staff capacity to support communication development across settings.

ESSENTIAL DUTIES AND RESPONSIBILITIES:

Conduct comprehensive speech and language assessments within authentic educational contexts in the least restrictive environment, using the continuum of service models from consultation to direct services, and considering the impact of communication on access, participation, and progress in the general education curriculum

Collaborate with IEP teams to develop goals that support student access to grade-level standards, with a clear emphasis on implementation within general education and inclusive settings aligned to the Least Restrictive Environment

Participate actively in IEP meetings, contributing expertise in communication development and advocating for service delivery models that prioritize inclusion, integration, and access

Provide timely written communication and procedural safeguards to families in accordance with legal requirements

Design and implement service delivery across a continuum, including consultation, push-in services, co-teaching, and targeted small group instruction aligned to classroom content

Provide speech and language intervention aligned to IEP goals, with a focus on generalization of skills across environments, peer interaction, and participation in classroom discourse

Monitor student progress using data collected across settings and adjust services to ensure meaningful progress and access within inclusive environments

Collaborate with general education teachers, special education staff, and related service providers to integrate communication strategies into daily instruction and classroom routines

Support staff through coaching, modeling, and professional learning to build capacity for implementing communication supports within core instruction

Participate in Student Study Team (SST) processes, contributing strategies that promote early intervention and access within general education settings and reduce the need for more restrictive placements

Maintain accurate and compliant records, including IEP documentation, service logs, progress reports, and evaluation reports

Complete triennial and other required evaluations in accordance with legal timelines and best practices

Engage as an active member of the Speech, Language, and Hearing Department, contributing to the ongoing development and implementation of inclusive, integrated service delivery practices aligned with district priorities and the Least Restrictive Environment

Participate in professional development and ongoing learning related to inclusive practices, integrated service delivery, and evidence-based interventions

Attend workshops, trainings, and conferences for professional growth

Perform other duties as assigned in support of student access, inclusion, and educational outcomes

KNOWLEDGE AND ABILITIES

Knowledge of:

Knowledge of IDEA, IEP development, and compliance requirements

Understanding of service delivery models that support access within the Least Restrictive Environment

Experience implementing services within an Integrated Service Delivery Model, including push-in services, co-teaching, and collaborative consultation

Experience with Augmentative and Alternative Communication (AAC), including assessment, implementation, and staff training

Knowledge of Universal Design for Learning (UDL) and Multi-Tiered System of Supports (MTSS) frameworks

Familiarity with culturally and linguistically responsive assessment practices

Ability to:

Demonstrated ability to collaborate effectively with multidisciplinary teams

Demonstrated success supporting students within general education settings and promoting access to the core curriculum in alignment with the Least Restrictive Environment

Experience coaching and building capacity of general education teachers and paraprofessionals

Strong skills in data collection and progress monitoring across settings

Experience participating in SST processes and early intervention systems

Ability to facilitate collaboration across multidisciplinary teams and contribute to inclusive school site practices

EDUCATION AND LICENSE REQUIRED

Master’s degree in Speech-Language Pathology or Communication Disorders from an accredited institution

Valid California Speech-Language Pathology Services Credential or eligibility for appropriate credential authorization

Current license from the California Speech-Language Pathology and Audiology and Hearing Aid Dispensers Board (if required)

Certificate of Clinical Competence (CCC-SLP) from the American Speech-Language-Hearing Association (ASHA), or completion of Clinical Fellowship (CF) year in progress

WORKING CONDITIONS:

Environment:

School-based settings including general education classrooms, special education environments, and related service spaces

Collaborative, team-oriented educational environment with frequent interaction across disciplines

Physical Demands:

Ability to sit, stand, and move between classrooms and workspaces

Ability to use standard office and instructional equipment

Occasional lifting, carrying, pushing, or pulling of instructional materials and equipment

Interpersonal & Environmental Factors:

Frequent interaction with students, staff, families, and multidisciplinary teams

Work requires strong communication, collaboration, and problem-solving skills

May involve managing multiple priorities, timelines, and compliance requirements

NON-DISCRIMINATION POLICY

South San Francisco Unified School District programs, activities, and employment shall be free from unlawful discrimination, including discrimination against an individual or group based on race, color, ancestry, nationality, national origin, immigration status, ethnic group identification, ethnicity, age, religion, marital status, pregnancy, parental status, physical or mental disability, sex,sexual orientation, gender, gender identity, gender expression, or genetic information; a perception of one or more of such characteristics. (Board Policy 0410)

No district employee shall be discriminated against or harassed by any coworker, supervisor, manager, or other person with whom the employee comes in contact in the course of employment, on the basis of the employee's actual or perceived race, color, ancestry, national origin, age, religious creed, marital status, pregnancy, physical or mental disability, medical condition, genetic information, veteran or military status, sex, sexual orientation, gender, gender identity, gender expression, or association with a person or group with one or more of these actual or perceived characteristics. (Board Policy 4030)

#J-18808-Ljbffr

Who can apply

Review the original listing for work authorization, qualifications and employer requirements.