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Speech/Language Pathologist

Oakley, Kansas
Posted 1 week, 1 day ago
Expires in 0 minutes
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Applications may be completed online:


  1. Ability to communicate effectively and gain the confidence of administrators, parents, students, and teachers individually and in groups.
  2. Possesses skills needed to plan and conduct meetings, in-services, and workshops.
  3. Ability to maintain complete confidentiality and professional discretion.
  4. Initiative that will lead to continued program improvement and development.
  5. The willingness to work cooperatively as a team member with a variety of individuals and take directions from supervisors.
  6. Must have, or be able to obtain, and maintain a valid Kansas driver’s license.
  7. Must have and maintain a dependable means of transportation.


Minimum of at least a Kansas License in Speech Language Pathology


Executive Director-NKESC

Director of Special Education and/or Designee-NKESC

District Administrators


To provide consultation and direct speech language

services to identified students so that they may develop communication

skills within his or her abilities.


Provide speech and language screening as required by special education regulations.

  1. Administer speech/language evaluations to determine students’ specific speech/language needs in order to determine eligibility and to assist in designing appropriate programs for eligible students.
  2. Design and implement a specific speech/language remediation plan for communication skills commensurate with their abilities and their total educational plan, be it general or special education.
  3. Participate in program staffing for those students needing more than speech/language therapy by:
  4. Providing diagnostic information.
  5. Assisting the special service team to determine the students’ overall process (i.e., strengths, weaknesses and learning styles).
  6. Assisting the special service team to develop the educational plan and overall objectives that can best enhance strengths and build up weaknesses.
  7. Determine and write an appropriate individual educational plan for all students for whom responsible. (According to major components designated in IDEA).
  8. Provide the general education classroom teacher(s) with the individual educational plan and alternative teaching strategies that are being used with identified students.
  9. Provide informal or consultant role as initial indirect service to general education classroom teachers.
  10. Assist general classroom teachers in evaluations and observation of students referred to so that all relevant student behavior can be considered.
  11. Provide the general classroom teacher with needed materials, methods, etc., that may be needed to bring about successful student learning in the general education classroom throughout the day.
  12. Provide parent support by informing parents on a periodic basis of student’s specific objectives and progress toward them (as required by law).
  13. Keeping accurate records related to the instruction and monitoring of all students for which they are responsible.
  14. Review student’s progress toward objectives consistently and modify program as needed.
  15. Initiate review staffings when necessary (at least once a year and any time a major program change is needed).
  16. Keeping accurate records related to the skills and monitoring of all students for principal’s approval.
  17. Coordinate programs with community agencies if such are needed with the principal’s approval.
  18. Initiate review staffings when necessary.
  19. Continually evaluate all aspects of the program to determine areas that need improvement goals.
  20. Participate actively in the in-service activities provided.
  21. Provide supervision for paraprofessional/clerical personnel as directed by administration.
  22. Perform any other duties as directed.


  1. Exhibit manual dexterity to dial a telephone, to enter data into a computer, to see and read a computer screen and printed materials with or without vision aids; hear and understand speech at normal classroom levels, outdoors and on the telephone; speak in audible tones so that others may understand clearly in normal classrooms, outdoors and on the telephone; and physical agility to reach overhead.
  2. Ability to move between schools, school buildings and multiple rooms.
  3. Ability to interact with students that meet’s their physical, emotional and psychological needs.
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