Speech and Language Pathologist

Overview

Voices is a public charter school network with a mission to prepare all learners for the challenges of higher education through the context of an academically rigorous dual-immersion program. Every learner, regardless of home language, graduates bilingual and biliterate through our full-inclusion English and Spanish dual-language model.

Though 90% of Hispanic young adults say that a college degree is important for success in life, fewer than 20% aged 25 or older hold a bachelor’s degree. In contrast, only about 35% of the general American public considers college highly important, and a similar 35% hold a bachelor’s degree (2023, 2024 Pew Research). Voices College-Bound Language Academies exists to change that.

Our educational philosophy is grounded in a sociocultural approach to learning that emphasizes collaboration, language development, and culturally sustaining practices. We believe students learn best in rigorous, language-rich environments that are developmentally responsive—prioritizing play-based pedagogy in early childhood and intentional direct and interdisciplinary instruction in the upper grades. Instruction is standards-based and designed to develop bilingualism, biliteracy, and critical thinking through reflective, data-informed practice.

If our mission, model, and approach to teaching and learning resonate with you, we invite you to apply.

Role Summary

ESSENTIAL FUNCTIONS

• Provide direct, individual, or small group instruction to identified students on a regularly scheduled basis as required in the student's Individualized Education Plan (IEP)
• Collaborate with other personnel working with Special Education students
• Screen, assess, and provide specialized speech and language services to students as established by Common Core and English Language Development standards to students who qualify for services as established by State standards (services to be provided in either English and/or Spanish, depending on the student’s language proficiency)
• Conduct parent/guardian interviews; if Spanish-speaking parents/guardians, interviews are to be conducted in their primary language
• Develop IEPs for students who qualify for Special Education under the Primary Eligibility of Speech and Language
• Communicate directly with parents/guardians, as needed; including in Spanish, if that is their primary language
• Regularly collaborate with team members, parents/guardians and related service providers for the purposes of reviewing student data, ensuring IEP implementation, co-planning, and/or co-teaching
• Participate in developing, implementing, and monitoring IEPs for students who qualify for Related Services pursuant to the IDEA and California educational codes.
• Create and maintain notifications, records, files, and reports as required by federal, state, and SELPA regulations
• Maintain knowledge of current regulations pertaining to special education and meet the minimum IDEA requirements related to case management
• Maintain a high level of rigor for students with disabilities in order to ensure equitable access to Common Core and/or alternate curriculum standards by developing instructional materials and strategies for Special Education students in the general education setting.
• Implement health and mobility supports (i.e., provide 1:1 support to students in the classroom)
• Input weekly IEP service tracking and meet all IEP timelines
• Develop a thorough progress monitoring tool for students that is regularly shared with staff and parents/guardians and used for team collaboration and decision-making.
• Communicate on a regular basis with parents/guardian of students around student progress, and collaborate to gain parent/guardian input
• Collaborate with outside providers as needed and appropriate, with parent/guardian consent

Additional:

• Demonstrate knowledge of, and alignment with the Voices College-Bound Language Academies mission, vision, and Core Values
• Knowledge of special education principles, concepts, methodologies, and documentation requirements
• Knowledge of special education assessment, planning, instruction, and evaluation
• Knowledge of child cognitive development and different learning styles
• Ability and willingness to implement students’ IEPs
• Ability and willingness to reflect and improve
• Ability to follow and meet mandated deadlines and due dates
• Flexibility and ability to adapt to changing conditions; ability and good judgment to take initiative to modify activities as needed
• Strong written and verbal communication skills; ability to collaborate with administration, general education and special education colleagues, parents/guardians and community
• Ability to excel as a member of a team and implement new learnings from professional development
• Ability to work with an ethnically and economically diverse student body
• Perform other related duties as required and assigned.