The Sequim School District welcomes your application for Speech and Language Pathologist for the 2024-2025 School Year.  

ABOUT SEQUIM SCHOOL DISTRICT

In Sequim School District our community inspires and prepares each student to thrive. We are looking for candidates passionate about pursuing their calling to education who will partner with us to create an environment and culture where all children experience success, NO EXCEPTIONS! The Sequim School District empowers staff to inspire hope and provide flexible, innovative learning opportunities in a safe and respectful environment so each student thrives.

ABOUT THE CITY OF SEQUIM: 

Surrounded by natural beauty and full of small-town charm, Sequim is a popular destination for outdoor enthusiasts and lavender lovers and is one of the driest places in western Washington. An active arts community, vibrant downtown, and diverse culinary options make Sequim the cultural and commercial heart of the Sequim-Dungeness Valley on the magnificent Olympic Peninsula.

Under the general direction of the Executive Director of Learning Services, provide assessment and services for students with speech and language disabilities in the areas of articulation, receptive and expressive language, fluency, voice and deaf/hard of hearing.

CERTIFICATION EDUCATION AND EXPERIENCE: 

• Valid Washington State Educational Staff Associate (ESA) Speech Language Pathologist certificate.
• Bachelor’s degree from an accredited college or university with course(s) of study in appropriate area(s).
• Master’s degree in speech pathology.

Preferred Qualifications:

• Knowledge of and ability to assess, design, and modify instruction for students with a wide range of disabilities in the special education and general education setting.
• Demonstrates understanding and knowledge about common school education and educational settings for grades K-12, and demonstrates the ability to integrate the speech and language pathology specialty into the school setting.
• Demonstrates in his/her performance a competent level of skill and knowledge in designing and conducting specialized programs of prevention, instruction, remediate, and evaluation.
• Two years teaching experience with students with disabilities preferred.
• Knowledge and experience using technology in the delivery of speech and language services for students.

Licenses and Other Requirements:

• Pre-employment requirements include a Washington State Patrol, FBI and sexual misconduct clearance.
• Washington State Driver’s License.
• A current First Aid/CPR Certificate; or successful completion of the District’s First Aid/CPR class.

QUALITIES OF THE IDEAL CANDIDATE:

• Giver of hope
• Passion for students well-being and healthy development
• Eager to connect with diverse leaders to continue to improve practice
• Exhibiting a good attitude and a growth mindset
• Models what it means to make mistakes and grow from them
• Comfortable not-knowing, but eager to problem solve
• Technology seamlessly integrated into their practice
• Creative and open to trying new things
• A natural relationship builder and a good reader of situations
• Hard working and nurturing
• Responsible

KNOWLEDGE AND ABILITIES: 

Knowledge of:

• appropriate academic standards required for successful industry sector pathway completion
• principles of effective Instruction 
• assessing students according to the Washington state standards 
• technology to utilize district’s student information system and enhance classroom instruction
• program and curriculum development;
• program evaluation;
• school organization and community served  

Ability to:

• plan and implement effective programs for students with a wide range of disabilities.  
• understand the connection between assessment, evaluation, planning and instruction to deliver quality programs for all students.
• develop and maintain strong, productive relationships with other employees, parents, and students where everyone is treated with dignity and respect.
• maintain appropriate levels of confidentiality in all matters pertaining to students, parents, staff, and program.
• provide an enthusiastic and positive learning climate that promotes appropriate behavior and successful learning.
• use technology in the delivery of curriculum and instruction.

REPRESENTATIVE DUTIES

• Identify, with the help of parents and school team, students who need communication assessments.
• Assess students’ communication skills using appropriate test instruments, parent and teacher interviews, record review and observations relating speech and language needs to classroom learning.
• Evaluate the results of a comprehensive assessment to determine if the findings qualify students for speech and language or other services with the help of the school team and the child’s parents/guardian. 
• Develop and implement individualized education programs (IEP’S) for students who qualify for services under current federal and state regulations and local policies within legal timelines, in collaboration with parents and school teams.
• Service and remediate communication deficits through the use of appropriate materials and activities including augmentative and alternative communication systems which directly correspond to goals and objectives set forth in IEPs
• Document outcomes for students with communication disorders.
• Train school staff and parents in understanding how various communication disorders affect academic development.
• Collaborate with teachers and other school staff in developing and providing intervention strategies that foster students’ understanding, speaking, reading and writing skills that meet the demands of general school activities through inservices or personal communication with them.
• Advocate for effective teaching practices by keeping abreast of curriculum development, program designs, and textbook and material choices within the school district and helping to serve on committees which make these decisions when appropriate.
• Participate in staff meetings as requested.
• Keep all required documentation of services provided.
• Prepare student progress reports and communicate with parents on such through personal meetings and/or phone conversations.

 The statements contained above reflect general details as necessary to describe the principal functions of this job but should not be considered an all-inclusive listing of work requirements. Individuals may at times perform other duties as assigned which could include work in other functional areas to cover absences or relief, to equalize peak work periods or otherwise to balance the workload. 

WORKING CONDITIONS: 

ENVIRONMENT: 

• Classroom environment. 

PHYSICAL DEMANDS:  

• Hearing and speaking to exchange information in person and on the telephone. 
• Sitting or standing for extended periods of time. 
• Seeing to read a variety of materials. 
• Bending at the waist, kneeling or crouching to file and retrieve materials. 
• Reaching overhead, above the shoulders and horizontally.