Direct message the job poster from Trellis Services
Chelsea Furshman
Director of Related Services at Trellis School
Overview
The Trellis School https://www.trellisschool.com/ is seeking a full time Speech-Language Pathologist to join our growing therapy team. The Trellis School is a private separate day school located in Sparks, MD that provides educational and related services to children with autism, as well as other developmental delays from pre-K through 12th grade. Our related services team members are an integral part of an interdisciplinary team for our students, supporting exceptional outcomes for the children we serve. The job of the Speech-Language Pathologist is to support the Trellis School mission through speech therapy service delivery and documentation.
Responsibilities
Duties and Responsibilities
Provide direct service delivery as indicated by a student’s Individual Educational Program (IEP) and/or Treatment Plan.
Maintain accurate speech-language student records and therapy logs with relevant data to document student progress.
Develop annual IEPs, and treatment plans for students receiving SLP services.
Develop supplementary documents and/or materials relevant to treatment goals and implementation.
Demonstrate the ability to develop and execute treatment plans that are directly related to students’ documented strengths needs, consistent with best practices, and utilizing clinical reasoning.
Work collaboratively as an integral part of a multidisciplinary team.
Provide consultation/education and training as needed to the school staff and families regarding speech-language development and its connection to the educational setting.
Participate in IEP meetings and/or parent progress meetings.
Responsible for meeting federal and state mandates as well as local policies in performance of duties, including: Individual Educational Program (IEP) development, report writing, and treatment plan/therapy log development.
Demonstrate competency in the use of formal and informal assessment tools.
Maintain therapy materials and spaces.
Other duties as assigned
Competencies
To perform the job successfully, an individual should demonstrate the following competencies to help them perform the essential functions of this position
Must have the ability to work independently.
Planning/organizing- the individual is detail-oriented, prioritizes and plans work activities and uses time efficiently; takes initiative to complete tasks without being urged to complete projects and/or work.
Adaptability- the individual adapts to changes in the work environment, manages competing demands and is able to deal with frequent change, delays or unexpected events.
Multi-tasking – the individual is able to work on multiple projects at one time.
Quality control- the individual demonstrates accuracy and thoroughness, monitors own work to ensure quality and applies feedback to improve performance.
Dependability- the individual is consistently at work and on time, follows instructions, responds to management direction and solicits feedback to improve performance.
Communication skills- the individual is comfortable and open to having conversations about areas of strength and areas for improvement; being solutions-focused, positive, reflective, and respectfully transparent with teachers, school leaders, colleagues, and supervisors.
Professional growth - the individual must participate in school based professional development training, complete annual trainings as required by the organization and regulatory bodies, attend external trainings/courses to maintain licensure.
Safety and security- the individual observes safety and security procedures and uses equipment and materials properly.
Qualifications
Possession of a Master’s degree in the field of Speech-Language Pathology
Eligible for license (or limited license if applicable) in Speech Pathology from the Department of Health and Mental Hygiene.
Certificate of Clinical Competence (CCC) from the American Speech and Hearing Association (ASHA) preferred.
Experience working with children with autism is preferred.
Strong verbal communication and writing skills.
Minimum of 6-months full time field experience.
Knowledge of principles and practices of special education.