Speech-Language Pathologist
1. DESCRIPTION OF DISTRICT LEVEL DELIVERY MODEL
Speech-Language Pathologists require:
1. knowledge of speech-language pathology theory, intervention strategies and practices.
2. the ability to deliver service to students in a manner which recognizes and reflects a broad range of service delivery models.
3. possession of strong communication and interpersonal skills to work effectively with students, parents, teachers, administrators, other professionals and support workers.
4. the ability to work independently, and collaboratively with school based staff, to establish priorities for service to several schools in highly demanding situations.
5. knowledge and a commitment to the consultative, collaborative process in working with school teams, parents and caregivers, and other members of the educational team.
Key responsibilities of the Speech-Language Pathologist include providing support to students by:
1. coordinating their Speech-Language Services with the teams in their assigned schools.
2. identifying, assessing and screening those students suspected of having significant communication difficulties.
3. planning, developing, providing and/or directing appropriate and effective intervention programs.
4. providing on-going monitoring of students with communicative difficulties through informal and formal assessments and sharing suggestions for management at home and in the classroom.
5. collaborating with school teams to support language goals in the curriculum (e.g. team teaching, I.E.P. adaptations and modifications).
6. communicating with parents, guardians and caregivers to discuss a student’s progress and methods of creating an atmosphere conducive to good communication.
7. sharing information and collaborating with school teams so they may better understand the needs of the students who are identified as having communication difficulties.
8. providing current schedules and caseloads of identified students receiving speech-language services to school teams and the Director of Instruction, Student Support.
9. performing those recording and reporting tasks necessary to maintain effective communication with everyone involved in a student’s educational program.
10. discussing and recommending referrals, when necessary, to other district staff, agencies and community professionals in collaboration with the school teams.
2. MINIMUM ACADEMIC QUALIFICATIONS/EXPERIENCE
1. a Master's Degree in Speech-Language Pathology or equivalent academic training and experience.
2. must be registered with the College of Health and Care Professionals of B.C. (CHCPBC)
3. eligibility for membership in Speech and Hearing B.C. and/or Speech-Language and Audiology Canada (SAC).
3. PREFERRED QUALIFICATIONS/EXPERIENCE
Experience in speech-language pathology in the K-12 education system. (A valid B.C. Teaching Certificate may be an asset.)
4. REPORTING STRUCTURE
The personnel in this position are accountable in the execution of their assigned duties to the Director of Instruction, Student Support.
Revised January 2026
