Clarke Pennsylvania Inc·Philadelphia, Pennsylvania
The Speech-Language Pathologist provides auditory, speech, and language therapy to preschool children in accordance with their Individualized Education Programs. They collaborate with teachers and interdisciplinary teams to implement intervention strategies and monitor student progress.
The Preschool Speech-Language Pathologist provides auditory, speech, and language therapy services to children ages 3–5 in accordance with each student's Individualized Education Program (IEP). The Speech-Language Pathologist conducts assessments, develops appropriate therapy goals, and implements evidence-based intervention strategies to support communication development in a preschool setting. The position monitors student progress, maintains required documentation, and participates in IEP meetings to ensure compliance and effective service delivery.
The Speech-Language Pathologist collaborates closely with classroom Teachers of the Deaf to integrate communication goals into daily instruction and promote listening and spoken language development. The Speech-Language Pathologist also works collaboratively with interdisciplinary team members to develop individualized strategies that maximize student success and foster a positive, inclusive learning environment.
During non-student hours, the position will include providing auditory, speech and language therapy services to students who are enrolled in programs other than Clarke Pennsylvania through outpatient services.
This position reports to the Speech Supervisor and the Director of Clarke Schools for Hearing and Speech, Pennsylvania.
This is a 215-day contract position with regular hours Monday through Friday, 8:00am to 4:00pm.
Essential Duties/Responsibilities: To create an environment which fosters independence, confidence, creativity, and respect for materials and the people in the environment and is conducive to enjoyment in learning.
To facilitate children’s interaction with a curriculum which is child-centered, based on basic principles of child development, and will provide children with problem-solving skills and a foundation for acquiring knowledge which is more content-related in the elementary years.
To provide a comfortable, supportive environment for parents in which they are respected and encouraged to observe their children and supported in their efforts to parent their hearing-impaired child(ren).
To observe children in the classroom and record information related to all aspects of the child’s developmental profile to be used later in quarterly reports.
To maximize opportunities for auditory and language learning.
To facilitate children’s communication and ensure carryover of activities between the classroom and individualized sessions.
To engage individual and small groups of preschoolers, on a daily basis, in activities which contribute to the development of auditory and spoken language skills.
To provide diagnostic information about auditory and spoken language skills of hearing-impaired preschoolers using formal tests, language samples, diagnostic teaching and observation.
To educate parents and provide them with follow-up activities which will enhance the development of their child’s communication skills.
Therapy lesson plans will be kept ensuring that information is available to professionals working in the classroom and to provide a record of activity in the classroom.
Lesson plans should include child’s targeted auditory, speech, pragmatic and spoken language goals, activities and state standards addressed.
Data collection will be completed weekly.
Contribution to the children’s Individualized Educational Plans will be in the form of supplying goals and objectives in the areas of auditory, speech and language development.
Write and submit trimester reports for, on dates provided at the beginning of the school year.
Regular entries in a communication notebook will be one way of informing parents about audition, speech and language work that takes place with their children.
Other Duties: Participate in regular meetings of the Preschool team to plan classroom activities as dictated by the developmental needs and interests of the children.
Attend I.E.P. meetings and scheduled parent-teacher conferences.
Maintain required professional development hours and attend mandatory professional development training courses as required by Clarke Pennsylvania and contracted counties/agencies.
Attend all Parent Support meetings and Clarke sponsored events.
Education, licenses, certifications, skills and experience Master’s Degree in Speech Language Pathology with training in listening and spoken language therapy of children who are deaf of hard of hearing preferred Certificate of Clinical Competence from the American Speech-Language and Hearing Association Pennsylvania State Clearances – Child Abuse, FBI, Criminal Background Check Physical demands: Ability to sit on the floor for extended periods of time Ability to carry up to 40lbs
Market context
Preschool Speech-Language Pathologist roles in Pennsylvania are often tied to early intervention and school-based services, where demand can stay steady because districts and programs need licensed clinicians who can support young children’s communication development. These positions are competitive because employers typically look for a master’s degree, ASHA certification, Pennsylvania State Clearances, and the physical ability to work at a child’s level. Review the AI-summarized requirements and benefits on this platform to save research time, and confirm your clearances and readiness to meet the floor-sitting and lifting expectations before applying.
Teacher of the Deaf - Itinerant
Speech - Language Pathologist (Preschool)