Speech Language Pathologist

The Calgary Board of Education (CBE) is the largest school board in western Canada with over 131,000 students and 15,000 employees. Our mission: Each student, in keeping with their individual abilities and gifts, will complete high school with a foundation of learning necessary to thrive in life, work and continued learning. We pride ourselves in the values we hold. Students come first. Learning is our central purpose. Public education serves the common good. The CBE encourages an inclusive and equitable workplace, which supports our diverse student and employee community. We encourage all applicants to join our dynamic, diverse, and collaborative culture and welcome applications from all qualified individuals.

When you apply to the CBE, you can feel good about serving our future leaders and contributing to student success.

Major Responsibilities:

Identification

• Conducts screenings using informal (e.g. classroom observations, language samples, interviews) and formal (e.g. standardized tests) communication measures.
• Identifies needs of children and students within the context of their school communities.
• Communicates and interprets results of screening to families and school personnel.
• Consults and collaborates with families and school personnel to develop appropriate follow-up recommendations.

Assessment

• Conducts assessments using formal and informal communication, language and speech measures.
• Interprets results of assessments, including implications for learning, to families and school personnel.
• Consults and collaborates with families and school personnel to develop appropriate follow-up recommendations.
• Provides information and documentation as mandated by Alberta Education for the purpose of identifying children and students eligible for mild/moderate or severe disability funding.
• Prepares written assessment reports for the student permanent record, families and relevant community professionals on request.
• Assesses and trials assistive technology, including speech generating communication devices, to determine the need for augmentative/alternative communication and for enhancing participation in the school program.

Intervention

• Provides, evaluates and documents direct and/or indirect service to children and students in individual, group and/or classroom formats as required.
• Provides consultation to teachers regarding children and student’s Individualized Program Plan (IPP) goals that focus on communication needs in the classroom.
• Provides teachers with classroom-based support, which could include developing activities, adapting classroom materials, setting appropriate expectations, etc.
• Provides communication-focused resource material to support and facilitate educational programming.
• Provides families and school personnel with workshops and/or presentations regarding communication and related educational issues.
• Identifies system level staff development needs and provides professional development activities directed toward the improvement of learning and teaching children with communication needs.
• Provides feedback to stakeholders and/or the Manager, Speech-Language Services on speech-language service delivery, effectiveness, and alignment, as required.

Consultation / Collaboration

• Contributes to the information necessary for programming to meet children and student’s needs.
• Coordinates test results with other diagnostic data, such as education, medical, social and behavioural information.
• Works with school personnel and multidisciplinary team members to develop comprehensive services for children and students.
• Serves as a resource and support to teachers in the adaptation of curriculum, classroom materials and activities to meet the communication needs of children and students.
• Integrates information from a multidisciplinary perspective in order to identify, recommend and provide support for the implementation of alternative/augmentative communication systems.
• Maintains contact with community agencies and partnerships in order to develop a coordinated program of service and to assist schools and families in accessing appropriate resources.
• Provides and seeks mentorship with colleagues (e.g. regarding areas of expertise).

Prevention and Promotion

• Collaborates with school personnel to identify and support children and students at risk for future learning difficulties.
• Promotes improved communication competence for children and students through program planning with school personnel, multidisciplinary team members and families and through classroom-based intervention activities.

Ongoing Professional Development

• Develops and maintains a high level of knowledge and awareness of the current theory and practice related to meeting the learning needs of children and students with communication needs.
• Provides clinical supervision and direction to Speech-Language Assistants (SLA).
• Performs other related duties to meet accountabilities and purpose of the role.

Qualifications:

Education and Experience

• Completion of a Master’s Degree in Speech-Language Pathology or equivalent.
• Registered member with the Alberta College of Speech-Language Pathologists and Audiologists (ACSLPA).
• Experience working as a member of a multidisciplinary, educational support team.
• Alberta Aids to Daily Living (AADL) authorizer is an asset.

Demonstrated Skills and Competencies

• Strong assessment and intervention skills.
• Supervisory and leadership abilities.
• Sound judgment, reasoning and perspective.
• Excellent communication skills, both verbal and written, coupled with strong interpersonal skills.
• Ability to contribute towards an environment of creativity, diversity and innovation.
• Trustworthiness, reliability and integrity.
• Awareness of the ACSLPA Bylaws, Code of Ethics and Guidelines for the Use of Support Personnel.
• Personal suitability.

This position requires personal transportation to conduct job responsibilities.

A career with the CBE offers incredible opportunities, rewards and supports.