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Speech Language Pathologist 

About the Organization Founded as a preschool in 1953, the Children's Guild has transformed into a national leader, recognized for creating innovative educational, child welfare and behavioral health models that produce positive outcomes for children, youth, and families. Today, the Children's Guild is among the most experienced child serving organizations in the Greater Baltimore/Washington region. Each year, the agency's continuum of care and its 300+ professional staff help thousands of youth and their families achieve resiliency, dignity, and self-sufficiency. We operate therapeutic group homes, a treatment foster care program, and family help center located in Baltimore City, Baltimore County, Anne Arundel County and Prince George County. We also service students in our nonpublic special education programs in Baltimore City and Prince George's County. The Children's Guild also operates public charter schools located in Anne Arundel and Baltimore City and will open our first DC charter school in September, 2015. We invite you to be part of our innovative team.
Full-Time/Part-Time Full-Time  
Location The Children's Guild - Prince George's Campus  

 This is a part time position- 20 hours per week at our Prince George Campus


                                          SPEECH-LANGUAGE PATHOLOGIST 

General Job Description:

 To provide diagnostic and therapeutic services relative to communicative skills to children enrolled in the Guild day program as determined appropriate by the Speech-Language Pathologist, to collaborate with teaching teams, primary caregivers, and other professionals to meet the child's communicative needs, and to foster understanding about communication in general.

 To fulfill the IEP requirements of the assigned students in the terms set forth by the IEP and in compliance with all applicable COMAR regulations.


 This position is accountable to

1)         the Director of Clinical and Related Services in administrative matters and

2)         the Senior Speech-Language Pathologist in clinical matters


 I.          Assessment

  This task is successfully completed when the following are executed:

 a)     provide communicative screening and/or evaluation to students to determine the current level of communicative functioning and the appropriateness of intervention

b)     interpret testing information and provide information, recommendations, and practical suggestions for intervention to the day program staff and primary caregiver

c)      read and understand records and reports from other disciplines and determine how the information impacts on student’s overall functioning

d)     keenly observe student behavior during testing and therapy sessions and understand and interpret the information

II.          Intervention

This task is successfully completed when the following are executed:

a)     prepare and maintain schedule of service delivery for assigned students coordinating therapy times with classroom schedules and other therapy times making revisions as necessary

b)     write IEP=s based on assessment information

c)      provide speech and/or language therapy targeting IEP goals B setting may be individual, group, whole class group, direct or indirect, or may involve classroom coaching.  Other individualized settings may be incorporated as per the needs of each student (e.g., on the playground, at Aspecials@, on trips, in group therapy sessions, etc.)

d)     assume responsibility for the course and duration of service in accordance with professional and agency guidelines

e)     adequately prepare and present lessons and materials for individual and/or group therapy sessions targeting language-based curricular materials and academic content as appropriate

f)        collaborate planning and presentation of service with teaching teams

g)     secure and/or create individualized therapeutic materials to address IEP goals

h)      base intervention on ongoing assessment and modify as needed

i)        address student behaviors on a daily basis and modify therapy setting and/or presentation to meet the immediate needs of the student

j)        provide therapeutic relationships for students school-wide fostering an environment of support and empathy within a framework of clear boundaries

k)      provide hearing screenings as necessary

III.         Documentation

This task is successfully completed when the following are executed:

a)     complete speech and language documentation as mandated by regulatory, licensing, and funding bodies (including daily service tickets, evaluation reports, IEP and annual updates, and IEP report cards)

b)     track delivery of services and coordinate results with clinical support staff

c)      collect data during therapy sessions to document performance on a regular basis

d)     write documentation in concise, clear, and well written form and base recommendations and goals on diagnostic information

e)     employ strong organizational skills to complete paperwork in timely manner

 IV.  Consultation

This task is successfully completed when the following are executed:

a)     consult with teachers, clinicians, other team members, and guardians to discuss any necessary classroom modifications, the use of appropriate materials, alternative ways to present curricular material, and the need for and use of prompting or cueing, when necessary

b)     consult with other disciplines (social workers, psychologist, psychiatrist, nurses, OT=s, records specialist) to discuss shared issues relative to students, therapy techniques, and/or consistency of treatment

c)      serve as a resource to and/or consult with other professionals outside the Guild, when necessary

d)     refer students for medical evaluation or other professional intervention (e.g., audiometric testing or ear, nose, and throat consultation) as necessary

e)     provide literature and information to staff, families, and other professionals regarding communicative issues and how communication impacts on learning and academic areas

f)        model appropriate communicative exchange with and among students for staff

 V.        Teamwork

 This task is successfully completed when the following are executed:

a)     communicate pertinent information regarding diagnostic findings, appropriate and individualized program design, goal establishment, and progress for students with communication problems to primary caregiver, teachers, and other appropriate staff

b)     regularly and supportively participate in specific team tasks embracing the holistic delivery of services

c)      actively participate in regular team meetings

d)     share responsibility and accountability for the implementation of the Guild program for the students on the caseload along with other members of the team

VI.        Supervision

This task is successfully completed when the following are executed:

a)     may provide direct and regular supervision for staff Speech-Language Pathologists completing a Clinical Fellowship Year according to ASHA and DHMH guidelines as assigned

 VII.       Training

 This task is successfully completed when the following are executed:

b)     participate with regular and appropriate staff inservice programs for staff and as designated for supervisory staff

c)      attend workshops and conferences on topics relative to communication issues and related topics

d)     keep abreast of professional issues as mandated by MSDE, BESPA, ASHA, and MSHA, abiding by the Code Of Ethics as set forth by each governing agency

e)     attend continuing education sessions to maintain MSDE certification and State licensing

f)        stay informed on issues of literacy and academic curricula (globally in education and locally in each individual classroom)

g)     provide information and training opportunities for staff by serving as a resource to staff, families, and the community through formal inservice training, participation in PTA programs, presentations at meetings, and by hosting graduate and undergraduate student observations and clinical placements

Expectations for position:

I.       Demonstrate understanding of the philosophy and mission of The Children's Guild

II.          Minimum Expectations

·      Maintain a caseload of approximately 15-25 students depending on IEP requirements

·      Participate with classroom teams as designated by caseload assignments.

III.         Complete mandatory reading on relevant topics as assigned

Workplace conditions:

·      Forty-hour work week, l0 months a year

·      Office and therapy space provided

·      Diagnostic and therapeutic materials available


Position Requirements

Academic Preparation and/or Experience:

Possession of a Masters’ degree in Speech-Language Pathology

 Possession of a Certificate of Clinical Competency in Speech-Language Pathology from the American Speech-Language-Hearing Association

 Possession of a license in Speech-Language Pathology from the Maryland State Board of Examiners in AUD/HAD/SLP

 Possession of Professional Certification from the Maryland State Department of Education (optional)

 Minimum of one (l) year full time post-masters speech-language experience working with children


The Children’s Guild demonstrates an awareness of, respect for, and attention to the diversity of the people with whom it interacts (persons served, personnel, families/caregivers, and other stakeholders) that are reflected in attitudes, organizational structures, policies, and services.



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