Teacher Specialist- SLP Speech Language Pathology

Speech Language Therapy Teacher Specialist

Full-Time and Permanent;
Exempt; 7.5 Hours/Day; 220 Days/Year; 11 Months/Year

Definition

The Teacher Specialist is a teacher leadership position responsible for providing district level compliance, instruction, and behavior best practice support to assigned schools, programs, and staff under the Individuals with Disabilities Education Act of 2004 (IDEA) and/or Section 504 of the Rehabilitation Act of 1973 (Section 504) to assist with improving achievement, performance, behavior, attendance, and health for students with disabilities ages 2-21, inclusive.

The work involves providing training and support to a variety of instructional and other staff as identified by data-driven decision-making. Training and support provided to school/program staff may include but is not limited to classroom observations and feedback, instructional or behavioral practice modeling, goal-setting and coaching cycles, and feedback and technical assistance of case management responsibilities. An employee of this class is also responsible for assisting an assigned Learning Support administrator in coordinating activities, providing services, managing programs, and overseeing complex district initiatives.

Assigned functions and programs are subject to change based on the needs of the division and department in effectively implementing special education and related services for students with disabilities throughout Norfolk. This position works under the direction of the Senior Director for Learning Support-Special Education or designee/Senior Coordinator.

Minimum Qualifications

• Master's degree in Speech and Language Disorders or Communication Disorders.
• Minimum of five years of successful experience providing school-based speech and language services to students with disabilities.
• Speech Language Therapist licensure required.
• Personal characteristics conducive to working effectively with students, teachers, school personnel, community groups and parents.

Required Knowledge, Skills, and Abilities

• Exhibits knowledge of the laws, procedures, principles, practices, and current developments associated with §504 and with the administration of special education programs under IDEA.
• Exhibits knowledge of the evaluation/identification and needs of students with disabilities.
• Extensive knowledge of specially designed instruction to support the needs of diverse learners academically and behaviorally.
• Extensive knowledge of the principles and methodologies of effective and varied teaching practices and strategies, classroom accommodations, modification, classroom and behavior management, and varied assessment techniques.
• Knowledge of research-based professional learning practices on effective coaching models and ability to implement practices in supporting administrators and instructional staff within assigned schools and programs.
• Ability to work independently and serve as an active team member while promoting a positive, productive work environment to collaborate effectively with all strata of the population. ·
• Ability to demonstrate knowledge of various methods of data collection and subsequent analysis and interpretation of data to drive appropriate instructional and behavioral recommendations, decisions, and interventions.
• Ability to maintain confidential material/information and make appropriate decisions based on outcomes.
• Ability to independently and effectively manage projects and tasks.
• Ability to quickly analyze situations, accept observations of others, and solve or coordinate a solution for problems and needs encountered.
• Demonstrated proficiency in use and application of a variety office and instructional technology not limited to Microsoft Office Applications, Google applications, school student information and data systems, proficient word processing/keyboarding, and others as needed.
• Exhibit a high degree of professionalism to include work ethic, assuming and accepting responsibility, flexibility, attention to detail, time management, organization, maintaining composure in high demand and challenging situations, and modeling a positive attitude which contributes to a positive climate and culture within the department/division.
• Excellent oral, written, and human relations and communications skills.

Essential Functions of the Class (May not include all duties performed):

• Provide effective professional development to teachers, to include modeling and various coaching practices, in the planning and implementation of evidence/research-based instructional and behavioral practices for students with disabilities in Early Childhood Special Education (ECSE), school-aged (K-12), or post-graduate programs.
• Effectively observe teacher instructional/behavioral practices and provide feedback to improve teaching and learning.
• Observe students utilizing various methods of data collection and subsequent analysis/interpretation of data to drive appropriate instructional and behavioral recommendations and interventions to include…