Manage and coordinate the activities of the Speech-Language Therapy Department. Ensure that all services, documentation and evaluations are in compliance with New York State Education Department and Department of Health regulations, as well as the requirements determined by ASHA and other oversight agencies. Oversee all aspects of students’ speech/language treatment programs, including reviewing reports, goals/objectives and integration of speech/language goals into the classroom environment

Primary duties and responsibilities include but not limited to:

STANDARD 1: Professional Duties

1. Oversee and coordinate all therapeutic staff in the speech therapy department.
2. Ensure that all services, documentation and evaluations are in compliance with IEP mandates, New York State Education Department and Department of Health regulations.
3. Order materials and/or equipment necessary for assessment and therapeutic intervention (i.e., current editions of standardized assessment tools, therapeutic materials appropriate to the developmental needs of the student).
4. Assist in interviewing prospective employees and performing new hire employee orientation training.
5. Contact local therapeutic placement agencies if consultant services are needed.
6. Assess student needs through a variety of formal and informal measures
7. Analyze assessment results to form appropriate differential diagnoses and generate speech-language goals for students
8. Demonstrate knowledge of job responsibilities.
9. Develop and implement appropriate strategies for intervention as per the child’s IEP.
10. Complete and maintain all required paperwork in an appropriate and timely manner.
11. Participate in conferences, including parent, team and district meetings, as assigned.
12. Maintain appropriate professional standards in interactions with families.
13. Demonstrate the ability to be an effective member of an interdisciplinary team.
14. Coordinate in-service training for classroom staff on topics such as feeding/oral motor skills, use of augmentative/alternative communication systems, etc., as needed.
15. Provide and/or arrange in-service training for clinical staff on current treatment strategies (i.e., PROMPT therapy, PECS, augmentative communication devices and systems, etc.)
16. Demonstrate the ability to recognize problems that occur and handle effectively or report them immediately.
17. Demonstrate flexibility and be readily adaptable to change.
18. Perform appropriate and effective treatment activities
19. Demonstrate effective time management.
20. Complete annual performance evaluations of Speech staff.
21. Coordinate provision of therapeutic services among speech therapists.
22. Maintain caseload as required.
23. Schedule services and ensure that treatment is provided in accordance with IEP mandates.
24. Review all documentation including evaluations and progress reports prior to submission to school districts, Medicaid, Nassau County Department of Health, etc.
25. Maintain professional relationships with university professors and faculty members in an effort to provide the best possible clinical training for their undergraduate and graduate students.
26. Ensure that all students have a means of communication appropriate to their developmental needs/abilities (i.e. arrange for augmentative communication evaluations; determine the appropriate communication systems to meet the students’ personal and programmatic needs).
27. Serve as a liaison between the students’ families and the school districts regarding augmentative communications evaluations.
28. Maintain the proper functioning of all augmentative communication devices (i.e. arrange for return of devices to vendors for repairs, follow up on the return of devices to the students).
29. Screen prospective students and assist with class placement, as requested.

STANDARD 2:  Therapy Environment Management

1. Responsible for health and safety of children during therapy sessions.
2. Responsible for the safety of all children during the school day.
3. Maintain a healthy, safe and attractive environment.

STANDARD 3:  Professional Behavior

1. Conduct self at all times in an appropriate manner.
2. Adhere to program-specific policies and procedures.
3. Perform other related duties, as assigned.

STANDARD 4:  Professional Development

1. Participate in program-required in-services and act in an appropriate manner.
2. Participate in continuing education activities and seek support to enhance knowledge in areas pertinent to children in the program.
3. Participate with Assistant Director and Director and implement recommendations appropriately.

STANDARD 5:  Adhere to general policies of the organization/regulators, including:

1. Corporate Compliance
2. ASHA’s Code of Ethics.
3. Departmental in-service education program requirements.
4. Quality Improvement activities.
5. Policies and procedures (attendance, punctuality, appearance, professional attitude, etc.)
6. Regulatory requirements.
7. Emergency/disaster preparedness protocols.                                                                                           
8. Fire prevention and safety protocols.
9. Infection control practices and procedures.
10. Annual physical examination and Mantoux testing.

STANDARD 6:  Perform other related duties, as required:

1. Demonstrate understanding of the needs of children and visitors for each specific age group.
2. Address the special needs of each age group served.
3. Address safety and psychological needs of the special age groups, as appropriate, in the performance of work activities.
4. Address the needs of special groups, hearing impaired, physically challenged and various issues relating to the program and facility.
5. Maintain child and family confidentiality.
6. Be consistently courteous and considerate, in person and on the telephone, in interactions with children and others such as family, visitors, vendors and other employees.
7. Exhibit the “At Your Service” attitude, i.e. smile, use positive eye contact and be friendly, open and approachable.
8. Respond quickly to children and/or parent/guardian’s request, refer to appropriate member of the care team if necessary and inform supervisor of actions taken.
9. Promote positive co-worker relationships, teamwork and cooperation.
10. Work collaboratively and be respectful of others.
11. Demonstrate flexibility as well as the ability to handle numerous responsibilities.
12. Take individual responsibility for providing outstanding service quality.

STANDARD 7: Cultural Competencies

1. Demonstrate the ability to communicate and effectively interact with people across

 cultures, ranges of disability, genders, ethnicity and races.

1. Demonstrate the ability to recognize and manage personal behaviors to create an

 inclusive, equitable and welcoming environment.

1. Demonstrate the ability to successfully deliver culturally responsive services to students

 and families.

• Master’s Degree in Speech-Language Pathology
• Certificate of Clinical Competence (CCC) from the American Speech and Hearing Association (ASHA)
• New York State licensure to practice as a speech-language pathologist
• Certification by the New York State Department of Education as:
• Teacher of the Speech and Hearing Handicapped (TSHH)  OR
• Teacher of Students with Speech and Language Disabilities (TSSLD)
• Knowledge of diagnosis and treatment of speech-language disorders as normally acquired through completion of a Master’s Degree in Speech-Language Pathology
• Minimum of three (3) years of supervisory experience.

Physical aspects may include but are not limited to lifting and transferring of a student