Casual position; varying length and hours as available
Reporting to the Special Education Manager of Speech-Language Pathology Services, the successful energetic, flexible, patient, tolerant, enthusiastic, creative and team-oriented applicant will provide student-specific assessment, consultation and preventative and interventive services to support a caseload of students with a wide range of communication delays or disorders, including students who may be nonverbal to highly verbal; often in collaboration/consultation with a number of administrators, other educators and Professional Services Support Staff. Along with experience working with students with receptive and expressive language and early literacy delays, the successful candidate should have experience supporting students who have significant communication delays/disorders and /or neurodevelopmental delays/disorders including students on the Autism spectrum. Responsibilities will also include collaboration with educators for support of early literacy programs, participation in multi-disciplinary School Resource Team meetings, as well as clinical direction of Communicative Disorders Assistants to provide support to students.
The successful applicant will work primarily in a variety of elementary schools and sometimes in secondary schools, typically within a geographic region. As part of the service delivery model for the Board, they will be engaged in the provision of professional development, Tier 1 (whole class), Tier 2 (small group) and Tier 3 (individual) support of learning, consultative/collaborative support to educational staff, students and parents and may be assigned to work with educators and students in specialized language programs/classrooms.
As part of the Speech-Language Pathology services team, the successful applicant will actively engage with their peers and have an opportunity to participate in a variety of ongoing ad-hoc committees and teams. The successful candidate will also be responsible for independently maintaining and managing their own caseload across a number of schools, obtaining informed consent from parents/guardians/students, maintaining appropriate, confidential records, and providing timely reports. They will also be responsible for consulting on school-based supports, recommendations for programming and making referrals, where appropriate, for other services to support students.
A Master’s degree from an accredited University and current registration in the College of Audiologists and Speech-Language Pathologists of Ontario (CASLPO)
Strong interpersonal skills, and verbal and written communication skills
Strong computer skills
A commitment to ongoing learning
Excellent judgement, organizational and time management skills,
Authentic, resilient, dependable, reliable and have the ability to problem solve effectively.
Adherence to a high level of professional and ethical standards
Experience working in a fast-paced environment
Demonstration of knowledge of current evidence-based practices in Speech-Language Pathology
At least one year of experience working as a Speech-Language Pathologist and experience working in a school Board setting is strongly preferred.
Experience in Augmentative and Alternative Communication (AAC) and Assistive Technology will be a considerable asset.
Experience/interest in providing clinical education for students in post-secondary will also be considered an asset.
Experience working remotely will be an asset.
Experience implementing or familiarity with Michelle Garcia Winner’s Social Thinking curriculum or similar social communication methodologies is also an asset.
A reliable vehicle and valid Driver’s Licence are required and an original copy of a current clean Criminal Background Check with Vulnerable Sector Screening must be submitted.
Resume and other supporting documents must be submitted to Apply To Education at www.applytoeducation.com,
Job Category: Management and Professionals
Job Code #: 3089819
Applications submitted directly to Human Resources will not be considered.
We thank all applicants for their interest in opportunities with the Halton District School Board. Contact will be made with applicants whose experience and qualifications most closely match the requirements of the position. Communication with short-listed applicants will be made through the email address provided on the applicants’ Apply To Education profile page.
First consideration for posted vacancies will be given to qualified applicants from the employee group in which the vacancy occurs.
The Halton District School Board recognizes that, consistent with the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP), the Ontario Human Rights Code and the Canadian Charter of Rights and Freedoms, employment practices and procedures at all levels should reflect, demonstrate understanding of and respond to a diverse population. The Board is committed to providing a workplace environment that is fair and equitable to all.
In our efforts to ensure an inclusive, diverse and representative workforce, we will:
value, promote and encourage the hiring of staff from under-represented communities;
grant first consideration, where the skills, ability, and qualifications of the applicants are relatively equal, to applicants who self-identify as members of historically under-represented communities. Where a collective agreement or terms and conditions govern the hiring or promotional process, this will be done in a manner that is consistent with the School Board’s obligations.
Applicant Self Identification Questions:
As part of the recruitment and selection function, the HDSB will collect voluntary self identification data from applicants in accordance with the Ontario Human Rights Code, HDSB’s Teacher Hiring Practices Administrative Procedure, HDSB’s Employment Equity Policy and Ontario’s Anti Racism Data Standards:
Personal information on this form is collected under the authority of the Anti-Racism Act, 2017, S.O. 2017, c. 15, in compliance with the Municipal Freedom of Information and Protection of Privacy Act, R.S.O. 1990, c. M.56. In accordance with HDSB’s Employment Equity Policy, personal information collected on this form will aim to achieve an inclusive, diverse and representative workforce. It works to intentionally identify and remove barriers for equity-deserving communities at each stage of the hiring process. Encouraging diversity of the workforce in the school board is vital because the workforce should be reflective and representative of the community.
Although hiring policies must adhere to the qualification requirements set out in applicable Regulations (eg. Regulation 298, “Operation of Schools – General”) and any applicable collective agreement provisions, the Board recognizes the importance of the following when developing its selection and evaluation criteria:
valuing applicants’ additional experience, lived experience, skills, backgrounds and perspectives; and
granting first consideration, where the skills, ability, and qualifications of the applicants are relatively equal, to applicants who self-identify as members of historically under-represented communities.
We encourage you to respond to our voluntary applicant self-identification questions. This data will inform our understanding of the diversity of our applicant pool as well as the progress of applicants throughout the hiring process. This data will inform our goals, strategies and actions and our progress towards creating and sustaining an inclusive and equitable workforce. Any information that you provide in response to these questions will be referred to during the hiring process for this position, and will be shared with the hiring manager and/or committee members responsible for the hiring process.
The section includes questions from Ontario’s Anti-Racism Data Standards (Standards, 2017). The Standards were established to help identify and monitor systemic racism and racial disparities within the public sector. The Standards establish consistent, effective practices for producing reliable information to support evidence-based decision-making and public accountability to help eliminate systemic racism and promote racial equity (adapted from Ontario’s Anti-Racism Data Standards, 2017).
Questions about this collection may be directed to Marsha Sulewski, Supervisor of Staffing and Recruiting at email@example.com.
Upon request, we will provide reasonable accommodations for candidates who have temporary or permanent disability, or who otherwise require accommodations based on the protected grounds highlighted in the Ontario Human Rights Code in respect to the recruitment and selection process.
The HDSB is committed to providing a respectful and healthy work environment.