Provide speech and language evaluations and interventions to enhance students' communicative functioning and academic participation. Develop individualized treatment plans and IEP goals while collaborating with multidisciplinary teams and families.
Requirements summary
Requires a bachelor's or master's degree and current Wisconsin DPI teacher licensure as a speech-language pathologist. A master's degree and ASHA certification are preferred, along with experience in preschool or elementary settings.
SUMMARY: The purpose of this job is to provide evaluation and intervention to enhance a student’s level of communicative functioning in order for him/her to participate in the school environment. This role entails developing specific goals and plans to develop speech and language skills in students and to facilitate the personal, social, and intellectual development of students. The role requires prioritizing and organizing daily work and caseload to respond to the individual needs and abilities of students. Speech pathologists will establish learning objectives consistent with the appraisal of student needs, curriculum framework, and knowledge of child development. Selected candidates will be dedicated to improving their skills and knowledge base in current trends in speech pathology, research, and methodology in instructional techniques, to support student growth and acquisition of communication skills. UCC School staff are dedicated, compassionate, highly effective, reflective, collaborative, culturally responsive, and committed to the academic and social-emotional development of all students.
Essential
DUTIES
AND
Responsibilities:
Assessment &
IDENTIFICATION: Conduct formal and informal speech and language assessments in accordance with state and federal regulations. Analyze data and write comprehensive evaluation reports to determine student eligibility for speech/language services. Participate as a key member of the multidisciplinary evaluation team. Assist in the early recognition and prevention of educational problems. Monitor student progress and make informed, timely educational decisions. Conduct speech and language screenings and culturally responsive diagnostic evaluations to determine the need for clinical services. Conducts culturally responsive comprehensive evaluations and completes progress reports. Re-evaluates short-term objectives and writes new ones as needed. Uses standardized instruments that are normed on native or bilingual Spanish speakers, clinical judgment, and teacher-parent input to screen, evaluate, and reassess students’ needs (consult with SLI Resource Specialist).
Benefits
Sign On Bonus
THERAPY &
INTERVENTION: Assist in developing speech and language skills to facilitate the personal, social, and intellectual development of students. Develop and implement individualized treatment plans and IEP goals for eligible students. Provide direct therapy services (individual or group) as outlined in IEPs. Use evidence-based interventions tailored to students’ unique needs and educational contexts. Identifies, selects, and/or creates appropriate materials and/or equipment for speech therapy services and for students with specialized needs. Demonstrate awareness of the needs of students and provide for individual differences. Develop and implement treatment plans for problems such as stuttering, delayed language, swallowing disorders, and inappropriate pitch or harsh voice problems, based on own assessments and recommendations of physicians, psychologists, and social workers. Teach clients to control or strengthen tongue, jaw, face muscles, and breathing mechanisms, and develop speech exercise programs to reduce disabilities. Manages time, materials, and equipment effectively Establishes schedules for speech therapy sessions.
IEP
Development &
COMPLIANCE: Collaborate with IEP teams to create measurable, educationally relevant goals. Participates in developing Individual Education Plans (IEPs), including measurable goals and objectives for each student’s needs as applicable to the educational setting. Maintain accurate and timely documentation of therapy sessions, student progress, and IEP service delivery. Ensure compliance with timelines for evaluations, IEP meetings, and service provision.
Prevention &
EARLY
INTERVENTION: Participate in MTSS (Multi-Tiered System of Supports) teams to identify and support students at risk for communication delays. Deliver classroom-based or small-group language enrichment and social communication activities as needed.
Classroom
MANAGEMENT: Creates a safe, inclusive, and respectful classroom climate in which students are encouraged to be actively engaged in the learning process. Uses proactive, positive reinforcement strategies to encourage appropriate behavior. Recognizes and celebrates student successes to build confidence and motivation. Foster a safe and supportive atmosphere where students feel valued and encouraged to participate Effectively monitor and supervise students at all times. Maintains order of students and class in the classroom, cafeteria, hallways, playground, and across the school environment. Manage student behavior proactively and respectfully using positive behavior supports across the school environment.
Social-Emotional
Learning &
STUDENT
RELATIONSHIPS: Assist students in developing feelings of self-worth and in making social adjustments that permit them to cope with disabilities. Models and teaches empathy, active listening, respect, conflict resolution, peer mediation, and restorative practices when appropriate. Foster a safe, supportive classroom environment where students feel valued, understood, and emotionally secure. Model and reinforce emotional regulation, empathy, problem-solving, and responsible decision-making
Communication &
FAMILY
ENGAGEMENT: Provides functional suggestions to teachers and parents regarding the student’s therapy program. Instruct patients and family members in strategies to cope with or avoid communication-related misunderstandings. Builds trust and rapport with students, families, and colleagues to effectively support student achievement and growth. Models professional and ethical standards when dealing with students, parents, peers and community. Establishes and maintains cooperative working relationships with students, parents and other professionals. Share academic and behavioral updates in a clear, empathetic, and strengths-based manner. Collaborate with students, families, counselors, support staff, and school administrators when addressing student needs or concerns. Participate in family-teacher conferences and contribute to school events or family engagement opportunities.
Professional
DEVELOPMENT: Stay current on research and best practices in speech-language pathology and special education. Provide training and coaching for staff on communication strategies, augmentative communication, and related topics. Adhere to professional ethics and ASHA Code of Ethics, and maintain active state licensure and national certification (if applicable). Participate in staff meetings, workshops, and training sessions to enhance teaching skills and contribute to the school community. Participates in all required training and meetings, as well as school and UCC training, and meetings. Reflect on teaching practices and seek opportunities for continuous improvement. Engage in professional learning communities and schoolwide initiatives. Uphold ethical practices and professional conduct. Collaborate with colleagues, support staff, and administration to support student success. Contribute to a positive school culture and shared leadership. Adhere to required program guidelines as defined by the Wisconsin Department of Public Instruction for Special Education.
Collaboration &
TEAMWORK: Assist teachers in the development and implementation of curriculum modifications and appropriate classroom strategies. Work with Speech Team, including a Speech Aide, and Special Services team to serve students with Speech and language impairment. Supervise and train staff members as assigned. Consult regularly with classroom teachers, support staff, and parents to generalize communication skills across settings. Support inclusive practices by helping staff modify curriculum and environments to support communication development. Collaborate with other specialists, such as occupational therapists, psychologists, and behavior specialists. Collaborate with colleagues, administrators, and support staff to create and enhance a cohesive and supportive educational environment and to promote a positive school culture, cross-grade alignment, and shared best practices. Work closely with teachers, administrators, counselors, and other professionals to provide individualized support for students with special needs Meets professional obligations through efficient work habits such as meeting deadlines, honoring schedules, collaborating with other staff, etc. Collaborate with student support teams (e.g., MTSS, 504, IEP) to develop and implement academic or behavioral support plans. Support classroom behavior through proactive management strategies and, when appropriate, restorative practices.
RECORDS &
DOCUMENTATION: Maintains accurate daily records and data collection to document students’ attendance, progress, and speech services delivered. Maintain IEP in compliance according to district, state, and federal mandates and regulations regarding special education services. Monitor student progress, maintain accurate records, and report on goal attainment regularly. Maintain accurate and up-to-date records of students' attendance, academic performance, and behavior incidents. Prepare progress reports and other documentation in a timely manner, following school policies and procedures.
Intended
Outcomes
AND
SUCCESS
MEASURES: Percentage of students meeting or exceeding IEP speech/language goals Observable generalization of skills into classroom and social settings (noted by teacher/parent feedback) Student performance on standardized or curriculum-based speech/language assessments shows growth 100% of IEPs and re-evaluations are completed on time and include high-quality, measurable goals Services are delivered according to IEP service minutes with accurate documentation Progress reports are completed quarterly and reflect individualized growth Walkthroughs or observations reflect use of evidence-based, developmentally appropriate interventions Student engagement and participation in therapy is consistently high Adjustments to therapy are based on progress monitoring and data Regular communication with classroom teachers about strategies and student needs Positive staff survey or feedback responses related to the SLP’s collaboration and support Participation in team meetings (IEP, MTSS, parent-teacher conferences) with relevant contributions Families receive regular, clear updates on student progress and strategies to support communication at home Evidence of family collaboration (e.g., follow-through with home practice or AAC use) Performs other duties and responsibilities as assigned by their supervisor to support students, colleagues, or the school community.
Knowledge,
SKILLS,
AND
ABILITIES: Demonstrates professional knowledge of the theories, terminology, principles, and techniques of Speech Language Pathology practices in pediatric, adolescent, and young adult growth and development, neurological disabilities, behavioral management, and psycho-social aspects of children with mental and physical disabilities. Demonstrate knowledge of current best practices in the area of speech-language pathology, and the assessment and treatment of speech disorders. Demonstrates Basic computer knowledge, basic knowledge of email, excel, word, Google forms and other Google applications. Demonstrates attention to detail and problem-solving skills Demonstrates enthusiasm towards students, parents and staff from diverse backgrounds. Demonstrate the ability to adapt to any situation inside and outside the classroom. Demonstrates organizational skills for the classroom and school environment. Demonstrates effective verbal and written communication skills with students, families, school staff, and administration. Reply to email, telephone, face to face, or other communications and enquiries from all stakeholders in a timely manner. Demonstrates the ability to multitask and prioritize work. Demonstrates the ability to self- reflect, and seek feedback to improve practices. Demonstrates a growth mindset committed to continuous learning, growth, and development. Demonstrates the ability to work as a team as well as independently. Demonstrates respect towards the students, parents, colleagues, and administrators. Demonstrates knowledge to work with students’ special needs and parents. Handle sensitive information in a confidential manner’ Demonstrate the ability to listen to others and remain receptive to new ideas. Demonstrate the ability to address criticism in an appropriate manner and develop constructive outcomes. Demonstrate sustained effort and enthusiasm in the quality and quantity of work. Demonstrate the ability to establish and maintain positive, effective working relationships with staff, students, and the community. Demonstrate effective time management, organizational skills, and prioritization of work to meet the needs of the users. Demonstrate motivation, initiative, flexibility, and the ability to work independently. Demonstrate excellent human relations and interpersonal skills. Demonstrates honesty, dependability, and the ability to meet deadlines and other professional Qualifications Bachelor’s and/or master’s degree and current Wisconsin DPI teacher licensure as a speech-language pathologist. Preferred master's degrees in speech-language pathology. Certification by the American Speech-Language-Hearing Association. At least one (1) year of experience in a preschool and/or elementary education setting is preferred (but not required). The candidate should be able to work independently with little direct supervision, work as part of a team, accept responsibilities, and be self-motivated. Must display effective multi-tasking and time management skills.
Physical
REQUIREMENTS: Ability to move around the classroom and school environment, including bending, kneeling, standing, walking, going up and down stairs, and sitting for extended periods of time. Visual and auditory acuity to supervise students and respond to classroom needs. Ability to exert up to 25 pounds of force to lift, carry, push, pull, or move objects such as educational materials or classroom supplies. Must be able to monitor student safety and physically assist students when necessary (e.g., guiding younger students, supporting classroom transitions). Manual dexterity to operate computers, classroom technology, and teaching tools and to engage in repetitive movement of wrists, hands, and fingers (typing and/or writing). May require extended screen time for lesson planning, grading, or communication and to work frequently at close visual range Ability to receive and respond to oral communication.
WORKING
CONDITIONS: Work is generally performed in a classroom/school/office environment with regular interaction with students, staff, and families, both inside the school campus environment, as well as occasionally outdoors (recess, field trips, dismissal, etc.). May require supervision of students in varied settings (classroom, hallway, cafeteria, playground, outdoors, etc.) Frequent contact with students, parents/guardians, support staff, and school administration. May involve occasional exposure to childhood illnesses, noise, and frequent interruptions. Must be able to manage multiple tasks in a dynamic, fast-paced educational setting. Work schedule generally follows the school calendar, and may include morning arrival and/or after-school responsibilities (e.g., meetings, family nights, or other school events). Noise level in the work environment is moderate to occasionally loud (examples: classroom with children, lunchroom with several classes, recess at playground with several classes of students playing, loud voices during classroom play or during recess, working with computers and printers, light to moderate traffic, and human voices) May be required to operate a motor vehicle during the course of duties. Reasonable accommodations may be made to help perform essential functions. UCC provides reasonable accommodation to qualified individuals with disabilities.
Market context
Wisconsin classroom teacher demand remains steady
In Wisconsin, classroom teacher roles are typically in steady demand as schools staff for core instruction and student support. These positions can be competitive because employers often look for a strong commitment to children’s learning, a high school diploma or GED, and any required state licensing, with ECE coursework preferred. Review the AI-summarized requirements and benefits here to save research time, then confirm your licensure fit and highlight any child-focused experience in your application.
