Job Title: Speech Language Pathologist
Department: Exceptional Student Services (ESS)
Reports To: ESS Director
FLSA Status: Exempt
Closing Date: Open until Filled
Start Date: July 15, 2026
Terms/Benefits: 183 day contract (prorated); medical, dental, vision, life benefits; 403(b); 10 sick days and 2 personal days; preschool/child care discounts; mandatory participation in Arizona State Retirement System.
SUMMARY
Provide speech and language therapy to students with special language needs.
ESSENTIAL DUTIES AND RESPONSIBILITIES include the following, are non-exhaustive and may be supplemented; other duties may be assigned. To perform this job successfully, an individual must be able to perform each of the essential duties in a satisfactory manner.
Reasonable accommodations may be made to enable individuals with disabilities to perform the essential duties.
- Works as part of a collaborative, multidisciplinary team in reviewing qualifications of students with speech and language needs.
- Screens, evaluates and writes comprehensive reports for students with suspected speech and language delays.
- Interprets and reports assessment results within designated time lines.
- Provides speech and language service in accordance with the student's IEP. Develops and presents lessons to individual students, small groups, and large groups in special and general classrooms. Prepares instructional materials for student use.
- Collects data documenting the speech/language/educational progress of students.
- Serves as the Case Manager for students whose primary category of eligibility for special education is SLI- Speech Language Impairment.
- Supervises the Speech and Language Support Specialists in their work with the students and provide initial and recurring training.
- Complies with all Medicaid requirements for school-based claiming, including obtaining written Medicaid consent from parents of all students served and timely filing of claims that meet Medicaid standards.
- Provides consultative services for school staff by sharing and demonstrating specific techniques and working with school teams to facilitate relevant and consistent interventions for targeted students.
- Participates in implementation, collaboration, and supports teams using District Programs (STAR/LINKS).
- Participates in district-wide in-services.
- Collaborates with other agencies, families and school staff regarding the students need for AAC device and provide training for school staff.
- Maintains records and information concerning individual students in the prescribed confidential manner.
- Provides indirect supervision of and input into the evaluation of the Speech and Language Support Specialist, as assigned.
SUPERVISORY RESPONSIBILITIES
May supervise graduate clinicians, SLPA students, and CFY clinicians, as assigned.
QUALIFICATION To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required.
EDUCATION and/or EXPERIENCE
Required:
- Master’s degree in Speech/Language Pathology with a valid Arizona Speech-Language Pathologist certificate.
- Master’s degree with CCC (Certificate of Clinical Competency).
Desired:
- American Speech/Language and Hearing Association Certificate of Clinical Competence (CCC).
- Must be knowledgeable of district, state and federal regulations and guidelines as well as knowledge of the principles and methodologies of effective remediation of students with speech/language disorders including specific therapy techniques, use of adaptive communication devices, and implementation of instructional accommodations.
CERTIFICATES, LICENSES, REGISTRATIONS
- Possess/or have the ability to obtain a valid Arizona Standard Certification issued by the Department of Education in the area of Speech Pathology.
- Valid Arizona Fingerprint Clearance card
LANGUAGE SKILLS
Ability to read, analyze, and interpret common scientific and technical journals, financial reports, and legal documents. Ability to respond to common inquiries or complaints from customers, regulatory agencies, or members of the business community. Ability to write speeches and articles for publication that conform to prescribed style and format. Ability to effectively present information to top management, public groups, and/or boards of directors. Ability to communicate effectively with student who have a speech and language disability.
MATHEMATICAL SKILLS
Ability to work with mathematical concepts such as probability and statistical inference, and fundamentals of plane and solid geometry and trigonometry. Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations.
REASONING ABILITY
Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.
PHYSICAL DEMANDS
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.
While performing the duties of this job, the employee is regularly required to stand; walk; sit; use hands to finger, handle, or feel; reach with hands and arms; and talk or hear. The employee frequently is required to climb or balance and stoop, kneel, crouch, or crawl. The employee is occasionally required to taste or smell. The employee must regularly lift and/or move up to 30 pounds. Specific vision abilities required by this job include close vision, distance vision, peripheral vision, and ability to adjust focus.
WORK ENVIRONMENT
The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Classroom work environment. Indoors and outdoors. All weather conditions/temperatures. Playground environment. The noise level in the work environment is usually moderate but may infrequently become very loud.
Benson Unified School District does not discriminate in admission or access to, or treatment or employment in its educational programs or activities on the basis of race, color, age, gender, gender identity or expression, religion, creed, national origin, marital status, sexual orientation, disability, veteran status or genetic information. The District also provides equal access to its facilities to the Boys Scouts and other designated youth groups, as required by the Boys Scouts of America Equal Access Act. Inquiries or complaints concerning Title VI, VII, IX, Section 504, and Americans with Disabilities Act may be referred to the BUSD Title IX and Section 504 Compliance Officer: Micah Mortensen, 360 S. Patagonia St., Benson, AZ 85602; mmortensen@bensonusd.org; (520) 720-6731.