innovative and growing School District Adjacent to Victoria on southern Vancouver Island, Sooke School District is the fastest growing school district on Vancouver Island and one of the fastest growing districts in British Columbia. The District serves five municipalities: Langford, Colwood, Metchosin, Sooke and the Highlands and is on the traditional territories of the Coast Salish: TSou-ke Nation and Scianew Nation and Nuu-chah-nulth: Pacheedaht Nation. Some of our schools are located on the traditional territory of Esquimalt Nation and Songhees Nation. The District is a major employer in our region, with over 2,000 educators and support staff serving over 13,000 students. The Board of Education has developed a future-oriented Strategic Plan that focuses on three priority areas: learning, engagement and growth.

Speech Language Pathologist

(Full-time position effective September 1, 2024)Reporting to the District Principal/Vice Principal, Inclusive Education Services, the Speech Language Pathologist provides assessment, intervention, consultation, and planning services for school-aged students who have been identified as having speech-language and communication delays and disorders. Multi-tiered systems of support (MTSS) are employed with a primary focus on the elementary school population. The Speech Language Pathologist works as part of the Inclusive Education Team to support schools, school teams, students, and their families. We are looking for candidates that:

Strive for Personal Excellence

Practice a Growth Mindset

Think Critically and Creatively

Effectively Communicate and Collaborate

Build Relationships

Foster Interconnectedness

If you possess the above qualities, please submit a cover letter and resume outlining your education and experience in the following areas: Minimum requirement of a Masters degree in Speech Language Pathology

Active Membership in the College of Speech and Hearing Health Professionals of BC. We will support applicants who have a conditional registration until full registration is completed.

Demonstrated ability to provide in-services on a variety of topics in line with the principles of Inclusive Education with various stakeholders.

Knowledge of the BC Ministry of Education Special Education Policies and Procedures.

A valid BC Drivers License and vehicle as travel throughout the district is required.

The salary range for this full-time Speech Language Pathologist position has a minimum salary of $71,323 to $109,520 per annum. Initial placement within the range is based on related education and experience. We also offer a competitive benefits package and pension.School District No. 62 (Sooke) is an equal opportunity employer that is committed to diversity, equity and inclusion in the workplace that is free of discrimination and harassment. We believe in a learning and work environment that is welcoming and safe that values, reflects and appreciates differences. To clearly demonstrate the above, your application must include a cover letter and resume. Also include the names and emails for two references (current and past supervisors) who can speak to your skills and experience and how they relate to this position.

Please apply online at makeafuture.ca Position Title:

Speech Language Pathologist

Affiliation:

Exempt

Supervisor:

District Principal/Vice Principal

Inclusive Education Services

Date of Revision:

April 11, 2024

Position Summary Reporting to the District Principal/vice Principal, Inclusive Education Services, the Speech Language Pathologist provides assessment, intervention, consultation, and planning services for school-aged students who have been identified as having speech-language and communication delays and disorders. Multi-tiered systems of support (MTSS) are employed with a primary focus on the elementary school population. The Speech Language Pathologist works as part of the Inclusive Education Team to support schools, school teams, students, and their families.

Duties and Responsibilities Identification/screening/assessment of communication disorders including articulation and phonological delays or disorders, motor speech disorders, receptive and expressive language delays, and disorders, as well as voice and fluency disorders.

Identification, evaluation, and support for complex communicators using unaided and aided augmentative and alternative communication (AAC) systems as well as providing educational opportunities for school teams and families.

Provision of services at Tier 1, Tier 2, and/or Tier 3 for students from kindergarten to grade 5 with communication disorders which include those resulting from Autism Spectrum Disorder, Fetal Alcohol Spectrum Disorder, genetic disorders, cerebral palsy, and students who are Deaf and Hard of Hearing. Services provided at Tiers 2 and 3 should be generalizable to Tier 1.

Provision of services at Tier 1, Tier 2 and/or Tier 3 for middle and high school students who use Augmentative and Alternative Communication (AAC) systems.

Provision of information and in-service to school staff and the public regarding the nature of communication disorders and their educational implications.

Ability to provide consultation with parents, teachers and School Based Teams regarding student strengths and needs, educational implications and related strategies in line with MTSS and Universal Design for Learning frameworks.

Ability to supervise and support communication assistants and educational assistants with the implementation of students communication programs.

Collaboration with members of the Inclusive Education Team as well as school teams to advance district-wide and school-wide initiatives around communication.

Education and Experience

Minimum requirement of a Masters degree in Speech Language Pathology

Active Membership in the College of Speech and Hearing Health Professionals of BC. We will support applicants who have a conditional registration until full registration is completed.

Demonstrated ability to provide in-services on a variety of topics in line with the principles of Inclusive Education with various stakeholders.

Knowledge of the BC Ministry of Education Special Education Policies and Procedures.

A valid BC Drivers License and vehicle as travel throughout the district is required. Competencies

Strives for Personal Excellence: is mindful, remains calm and responds thoughtfully; takes pride in work; takes initiative and proactively plans, prioritizes, and organizes work; follows the Districts Code of Conduct and values; follows through on commitments and takes responsibility for actions.

Practices a Growth Mindset: demonstrates a positive outlook towards learning and is committed to ongoing development to expand skill set; stays current; reflects on self to continually learn and improve; remains positive; demonstrates adaptability and is willing and able to adjust to changes.

Thinks Critically and Creatively: asks questions for better understanding; uses a solution-based approach to analyze relevant facts, evidence, and data to determine specific issues and inform ways forward; thinks outside of the box; looks for opportunities to continuously improve.

Effectively Communicates and Collaborates: clearly articulates thoughts and ideas and shares timely and relevant information openly, honestly, and respectfully using oral, written, and visual formats; actively listens and respond appropriately; seeks opportunities to gain input and is open minded to the ideas and point of views of others.

Builds Relationships: actively shows courtesy and respect to all, proactively builds healthy and trusting relationships; contributes to a positive working environment; cares about the wellness of others and makes connections.

Fosters Interconnectedness: supports a welcoming and safe environment that values and appreciates differences and is reflective of everyone; assists in honouring and weaving Indigenous history, culture and language, and ways of being throughout the District.