2025-26 Speech Language Pathologist - Aquila Elementary

SUMMARY OF RESPONSIBILITIES

A Special Education Teacher is responsible for providing individualized instruction and support to students with disabilities, ensuring they receive appropriate educational services in alignment with their Individualized Education Programs (IEPs). The role includes collaboration with families, general education teachers, and support staff to create an inclusive and supportive learning environment.

DUTIES AND RESPONSIBILITIES

• Responsible for case management and maintaining appropriate due process files.
  
• Work effectively with an interdisciplinary team to ensure inclusive educational practices and meet the diverse needs of students.
  
• Acquire knowledge of the goals of the district/school goals, with a particular focus on equity, FAPE, and inclusion for BIPOC and LGBTQ IA students.
  
• Establish developmentally appropriate instructional and behavioral expectations for students, communicating those expectations, often, to students and their families in a culturally responsive manner.
  
• Create lesson plans and learning environments that are safe, respectful, and engaging, while promoting multicultural, gender, ability fairness, and inclusivity for each student.
  
• Select, adapt, and individualize materials appropriate for diverse student populations and skills, recognizing the unique needs of students from varied cultural and linguistic backgrounds.
  
• Collaborate and communicate regularly with students, families, particularly in diverse communities, to make educational decisions and use family and community resources to support learning. Actively work with families who speak multiple languages to ensure clear communication and support.
  
• Assess students' developmental, cognitive, and social needs, providing developmentally appropriate instruction to meet those needs, and recognizing the potential for all students to learn and succeed.
  
• Regularly assess student learning using multiple forms of assessments to monitor progress and adjust instructional strategies.
  
• Facilitate positive interactions between students and teachers, students and peers, and students and other adults, fostering an inclusive and supportive learning environment.
  
• Model learning and behavior consistent with the expectations for students, demonstrating cultural humility, and recognizing the value of diverse experiences and identities.
  
• Assess own instructional effectiveness through the TD&E rubric, peer coaching, Professional Development Process (PDP) and engage in continuous improvement focused on serving diverse student needs.
• Participate in ongoing and regular staff, team, and individual professional development, including training in cultural responsiveness, equity, and inclusion.
  
• Collaborate with peers to develop, plan, and implement best practices based on the needs and abilities of students, ensuring all students, including BIPOC and LGBTQ IA, are supported and empowered.
  
• Always prioritize the students' needs and rights in any educational decision-making, ensuring inclusive and equitable opportunities for all.
  
• Demonstrate competence in the standards of effective instruction, with a focus on equity and culturally relevant teaching practices.
  
• Have a working knowledge of and implement the Minnesota state standards and the graduation rule, ensuring all students, regardless of background or identity, are supported in meeting these standards.
  

KNOWLEDGE, SKILLS & ABILITIES

• Special Education Laws & Policies: Understanding of IDEA, Section 504, ADA, and state regulations governing special education.
• Individualized Education Programs (IEPs): Knowledge of IEP development, implementation, and compliance requirements.
• Instructional Strategies: Familiarity with differentiated instruction, Universal Design for Learning (UDL), and evidence-based teaching practices.
• Behavior Management: Understanding of Positive Behavioral Interventions and Supports (PBIS), Functional Behavior Assessments (FBA), and Behavior Intervention Plans (BIP).
• Assessment & Data Collection: Knowledge of formal and informal assessments to track student progress and inform instruction.
• Assistive Technology: Familiarity with adaptive tools, software, and communication devices that support student learning.
• Inclusion & Co-Teaching Models: Understanding of best practices for integrating students with disabilities into general education classrooms.
• Instructional Delivery: Ability to modify and differentiate instruction based on student needs.
• Collaboration & Teamwork: Strong skills in working with general education teachers, paraprofessionals, related service providers, and families.
• Communication: Clear and effective verbal and written communication with students, parents, and colleagues.
• Problem-Solving: Ability to develop and implement creative solutions to support student learning and behavior.
• Adaptability & Flexibility: Capability to adjust teaching strategies and interventions as student needs evolve.
• Classroom & Behavior Management: Skill in implementing behavior support strategies and fostering a positive learning environment.
• Time Management & Organization: Ability to manage multiple responsibilities, including lesson planning, IEP meetings, and documentation.
• Build Positive Relationships: Establish trust and rapport with students, families, and staff.
• Support Diverse Learning Needs: Adapt instruction for students with various disabilities and learning styles.
• Maintain Confidentiality & Ethical Standards: Handle sensitive student information with professionalism and discretion.
• Advocate for Student Success: Ensure students receive the necessary support, accommodations, and services.
• Foster Independence & Self-Advocacy: Encourage students to develop self-regulation, confidence, and autonomy.
• Implement Crisis Intervention Strategies: Apply de-escalation techniques and support students in managing behaviors.
• Engage in Continuous Learning: Stay current with best practices and professional development in special education.

PHYSICAL DEMANDS 

• Standing & Walking: Frequent standing and walking throughout the classroom and school to assist students and provide instruction.
• Sitting: Periods of sitting while working with students, developing lesson plans, and completing documentation.
• Bending, Stooping, & Kneeling: Occasionally required to assist students with mobility needs, provide support during activities, or manage classroom materials.
• Lifting & Carrying: May need to lift and carry instructional materials, student belongings, or adaptive equipment (typically up to 25 lbs). Some positions may require assisting students with physical disabilities in transferring or positioning (training and assistance from support staff are typically provided).
• Assisting with Mobility: Supporting students who use walkers, wheelchairs, or other assistive devices.
• Physical Restraint & De-escalation (if required): In some cases, training in Crisis Prevention Intervention (CPI) or similar methods may be necessary to ensure student and staff safety.
• Assisting with Daily Living Skills: If working with students with significant needs, the role may involve helping with toileting, feeding, or other self-care tasks.
• Visual & Auditory Requirements: Ability to observe students, monitor behaviors, and respond to verbal and nonverbal cues.
• Clear speech and strong listening skills to communicate effectively with students, parents, and staff.
• Fine Motor Skills: Required for writing, typing reports, and manipulating classroom materials.
  

WORK ENVIRONMENT 

• Classroom Environment: Most work is conducted in a specialized or inclusive classroom setting, supporting students with diverse learning needs.
• General Education Classrooms: Collaboration with general education teachers in co-teaching or push-in models.
• Resource Rooms & Therapy Spaces: Small group or one-on-one instruction in designated areas for students requiring targeted interventions.
• Community-Based Learning: Some programs may involve field trips, vocational training, or real-world learning experiences outside of school.
• Students: Daily interaction with students who have a range of disabilities, including cognitive, emotional, behavioral, and physical challenges.
• Colleagues & Support Staff: Frequent collaboration with general education teachers, paraprofessionals, related service providers (e.g., speech therapists, occupational therapists), and school administrators.
• Families & Caregivers: Regular communication with parents/guardians to discuss student progress, challenges, and support strategies.
• District & Community Resources: May coordinate with external agencies, specialists, and transition services to support student success.
• Noise Levels: Vary from quiet, focused learning sessions to high-energy classroom interactions.
• Physical Activity: May involve standing, walking, assisting students, and managing classroom materials.
• Behavioral Challenges: Some students may display disruptive behaviors requiring de-escalation strategies or Crisis Prevention Intervention (CPI) techniques.
• Adaptive & Assistive Technology: Use of specialized equipment, visual aids, communication devices, and assistive technology tools.
• Standard School Hours: Typically follows the academic calendar, including professional development days, IEP meetings, and parent conferences.
• Additional Responsibilities: May require occasional evening or weekend commitments for training, school events, or family meetings.
• Paperwork & Compliance: Time dedicated to documentation, IEP reports, and student progress tracking.
• Problem-Solving & Adaptability: Managing student needs, instructional changes, and unexpected challenges.
• Emotional Resilience: Supporting students with disabilities requires patience, empathy, and the ability to handle emotionally charged situations.
• Commitment to Equity & Inclusion: Advocating for students’ rights and ensuring equitable access to education. 

EDUCATION and/or EXPERIENCE 

• Education, Training and Experience
• Bachelor’s Degree from an accredited university.
• Working knowledge of the subject matter, classroom management techniques, current researched best practices and strategies, as well as students' learning styles and needs, both academic and affective.
• Prior successful experience student teaching or teaching in urban, multicultural education settings.
• Demonstrates continued professional development through course work, research, peer collaboration and/or job-embedded staff development.
• Multilingual is preferred.

CERTIFICATES, LICENSES, REGISTRATIONS

A valid Minnesota teaching license as a Speech Language Pathologist.

BENEFIT INFORMATION
St. Louis Park Schools provides a comprehensive benefits package for employees working 20 or more hours per week. Key benefits include:

• Health and Dental Insurance
• Flexible Spending Accounts (FSA) for medical and dependent care expenses
• Life Insurance
• Accidental Death and Dismemberment (AD&D) Insurance
• Short- and Long-Term Disability Insurance

The cost of benefits varies based on the employee group and full-time equivalent (FTE) status. For detailed information, including specific benefits and associated costs, please refer to the applicable group or bargaining unit contract Employment Contracts.

Salary : $47,066 - $103,660