South Creek Elementary School currently has an opening for a Virtual Speech/Language Facilitator.  (Start Date:  As soon as possible.)  See the job description below for more information.  

 

The employee will be required to obtain and maintain a license to drive a school bus and to drive when needed to "efficiently and effectively operate the school transportation system."  (Board Policy 4701)  Bus driving duty is considered an essential function of this position.

 

GRADE:  56

 

FLSA:  Non-Exempt

 

REPORTS TO:  Principal/Speech-Language Pathologist

 

SUPERVISES:  None

 

TERMS OF EMPLOYMENT:  10 months

 

QUALIFICATIONS: 

• High School Diploma or Equivalency
• Experience or training in working with physically and behaviorally-challenged individuals, preferred.
• Current and valid driver's license.

PURPOSE:  Facilitates speech teletherapy sessions where the Speech-Language Pathologist is providing the therapy virtually.  All work is performed under the direction and supervision of the Speech-Language Pathologist. Speech Teletherapy Assistants are assigned and reassigned according to need as determined by the Exceptional Children Director. 

 

KNOWLEDGE, SKILLS, AND ABILITIES: 

1. General knowledge of the daily routines of the school, student handbook rules, and procedures to follow in the event of an emergency.
2. Ability to develop and maintain an empathetic attitude toward disabled students
3. Ability to work cooperatively with others in a positive manner
4. Willingness to learn specialized management techniques with disabled students, as needed
5. Willingness to seek and maintain CPR certification
6. Ability to communicate and develop effective working relationships with students, parents, and staff while maintaining confidentiality.

ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. This list is meant to be representative, not exhaustive. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.  The employee is required to follow all Board of Education policies and procedures and to comply with instructions and/or directives from his/her supervisor(s).

1. Follows the daily therapy schedule provided by the Speech-Language Pathologist; retrieves student(s) from their classroom and brings them to the therapy room; remains in the therapy room throughout the duration of the therapy session; takes the student(s) back to their classroom at the conclusion of the session.
2. Helps to keep the student(s) on task and/or plays with toys with the student(s), as directed by the Speech-Language Pathologist.
3. Prints and mails or otherwise distributes Special Education documents, such as meeting invitations and Individualized Education Plans (IEP).
4. Effectively communicates with the Speech-Language Pathologist when there are changes to the therapy schedule on the school’s side and with the Teachers when there are changes to the therapy schedule on the Speech-Language Pathologist’s side.
5. Operates and troubleshoots the audio-visual equipment through which the therapy sessions take place.
6. Follows established procedures for reporting audio-visual equipment issues to School Administration and the School Media Coordinator/Technology Department. Communicates any equipment issues which may impact the therapy schedule with the Speech-Language Pathologist and Teachers.
7. Is respectful to peers, teachers, and administrators.
8. Maintains and respects confidentiality of student and school personnel information.
9. Develops and maintains pleasant and orderly training environment (e.g. maintains instructional materials, assists in clean-up activities, etc.).
10. Strictly adheres to daily schedule which regularly and systematically account for the students’ IEP.
11. Attends IEP meetings as requested by Speech-Language Pathologist to help facilitate the transmission of information from the Speech-Language Pathologist to the team. (The Speech Teletherapy Assistant is not a member of the IEP team.  Any observations he/she has about the student(s) should be shared with the Speech-Language Pathologist.)
12. With the Speech-Language Pathologist’s supervision and direction of the Special Education Teacher, carries out appropriate behavior management techniques.
13. Assists in an Exceptional Children classroom whenever there is a break in the therapy schedule or whenever the therapy sessions have been cancelled.
14. Performs such clerical duties as typing, filing, and duplicating at direction of Speech-Language Pathologist.
15. Drives a school bus when needed to efficiently and effectively operate the school transportation system.
16. Performs other duties and responsibilities as assigned by the Speech-Language Pathologist or Exceptional Children Director.

PHYSICAL AND COGNITIVE REQUIREMENTS:  The major physical and cognitive requirements listed below are applicable to the Virtual Speech/Language Facilitator job classification within Martin County Schools.  Work in this classification is considered light physical work requiring the exertion of up to 20 pounds of force occasionally and a negligible amount of force frequently or constantly to move objects.

 

Physical Requirements:  Must be able to use a variety of equipment and classroom tools such as computers, copiers, typewriters, calculators, pencils, scissors, equipment for children with special needs, etc.

 

Data Conception:  Requires the ability to compare and/or judge the readily observable, functional, structural, or composite characteristics (whether similar to or divergent from obvious standards) of data, people or things.

 

Interpersonal Communication:  Requires the ability to speak and/or signal people to convey or exchange information. Includes receiving instructions, assignments and/or directions from superiors.

 

Language Ability:  Requires the ability to read a variety of correspondence, reports, handbooks, forms, lists, etc. Requires the ability to prepare correspondence, simple reports, forms, instructional materials, etc., using prescribed format.

 

Intelligence:  Requires the ability to apply rational systems to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists; to interpret a variety of instructions furnished in written, oral, diagrammatic, or schedule form.

 

Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently in standard English.

 

Numerical Aptitude:  Requires the ability to utilize mathematical formulas; to add and subtract; and to utilize decimals and percentages.

 

Form/Spatial Aptitude:  Requires the ability to inspect items for proper length, width and shape.

 

Motor Coordination:  Requires the ability to coordinate hands and eyes rapidly and accurately in using office equipment.

 

Manual Dexterity:  Requires the ability to handle a variety of office machines, etc. Must have minimal levels of eye/hand/ foot coordination.

 

Color Discrimination:  Requires the ability to differentiate between colors and shades of color.

Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with persons acting under stress.

 

Physical Communication:  Requires the ability to talk and hear: (Talking: expressing or exchanging ideas by means of spoken words. Hearing: perceiving nature of sounds by ear). Must be able to communicate via telephone.

 

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee regularly works indoors. The noise level in the work environment is usually minimal. The work is performed in the school.