Speech-Language Pathologist (SLP) — Full-Time | 205 Days/Year

At the Meyer Center, we believe potential has no limit. Since 1954, we have provided early education and intensive therapy to children with disabilities ages six months to eight years. Last school year alone, our team of 75+ employees delivered over 20,000 therapy sessions to 119 students — and we are looking for an SLP who wants to be part of that mission.

This is a school-based, full-time position embedded in a collaborative interdisciplinary team of educators, therapists, and families. Our SLPs work across language, speech production, cognition, AAC, and feeding/swallowing — with mentorship and supervision available for Clinical Fellows.

School Schedule

Monday–Friday, 7:30am–3:00pm. The school year runs 190 days, plus one 15-day summer session in June or July, for a total of 205 days/year. Typical school holidays in Winter, Spring and Summer months that closely align with Greenville County Schools.

Responsibilities

• Performs evaluations and re-evaluations and designs treatment plans for students ages six months to eight years

• Demonstrates advanced knowledge of diagnoses/conditions within the school setting

• Completes treatment plans and Individualized Education Programs (IEPs), annual re-evaluations, quarterly progress notes and daily clinical service notes

• Demonstrates working knowledge of various aspects of speech therapy treatment including Language, Speech Production, Cognition, Augmentative Alternative Communication (AAC) and Feeding and Swallowing

• Collaborates with an interdisciplinary team including families, educators, therapists and other healthcare providers

Requirements

• Master's degree in Speech-Language Pathology

• SC licensure (SCLLR) or SC Intern Certificate (CFY candidates welcome)

• CCC from ASHA, or in progress

• Pediatric experience (clinical rotations count)

JOB DESCRIPTION

Title: Teaching Assistant (Paraprofessional)

Supervisor: Classroom Teacher/TA Manager/Education Director

Qualifications: High School Diploma/GED or higher, preferably with two years of experience working with preschool children.

SUMMARY

The Teaching Assistant (Paraprofessional) serves as a classroom assistant, working directly with the assigned certified teacher(s) to support student learning and well-being.

The Teaching Assistant assists in implementing students' Individualized Education Programs (IEPs), maintains a safe, developmentally appropriate classroom environment, and supports therapeutic and instructional goals as directed.

Qualifications

Education & Credential Requirements

High School Diploma or GED required; preferably two years of experience working with preschool or special needs children. All paraprofessionals must meet the Highly Qualified standard under Title I of the Elementary and Secondary Education Act (ESEA) by satisfying one of the following:

• An Associate’s Degree (or higher) from an accredited institution; or

• At least two years of study (60 semester hours) at an accredited institution of higher education; or

• Achieve the necessary scores on a state-approved assessment. The approved option is the ParaPro Assessment (ETS.org). Note: New paraprofessionals must have met the credential criteria prior to their hire date.

Additional Qualifications

• Ability to relate well with students, teachers, administration, staff, and parents.

• Ability to handle unforeseen situations calmly and in accordance with Center policy.

• Good physical health and the ability to lift and move 50 lbs.

• Ability to move quickly and physically interact with students of varying ages and sizes, including squatting, bending, floor/low seating, pushing (e.g., wheelchair), and grasping.

• Ability to take the lead in the classroom in the event of the teacher’s absence.

Responsibilities

I. Classroom & Instructional Support

• Communicate with the assigned teacher(s) on a regular basis regarding student progress, concerns, and observations.

• Check the daily lesson plan and carry out the teacher’s instructions.

• Assist the Special Education/classroom teacher by providing small group and/or individual instruction under the teacher’s supervision.

• Assist during seatwork activities and help maintain classroom management plans, routines, and/or individualized Behavior Intervention Plans (BIPs).

• Collect and document data related to student academic, social, and behavioral progress as appropriate.

• Supervise students during related arts, lunch, assemblies, field trips, mainstream classes, recess, and other activities when the teacher is not present.

• Assist with fine and gross motor tasks, including packing/unpacking supplies, setup of materials, scribing, assistance in the lunch line, set-up of lunch, and feeding as needed.

• Provide assistance with clothing and toileting tasks as necessary, including transfers, diaper changing, and other personal care activities while promoting student independence and personal hygiene.

• Assist with adaptive equipment and assistive technology as needed.

• Monitor student safety during transitions within the classroom and throughout the campus.

• Facilitate socialization and/or functional communication among students.

• Assist with communicating with therapy staff to implement therapeutic activities and recommendations in the classroom.

• Maintain a developmentally appropriate, stimulating, and safe classroom environment utilizing up-to-date curriculum and curriculum aids as directed by the teacher.

• Assist with special programs and serve snack/lunch to students daily.

II. Summer Camp & Transportation Duties

• Teaching Assistants serve as Summer Camp Classroom Leads for 5–6 weeks in the summer (June – July).

• Teaching Assistants are expected to serve on a rotating basis as bus monitor/bus driver substitutes.

• Bus monitor and bus driver substitutes follow the same expectations as regular bus drivers and bus monitors.

III. Planning & Development

• Assist the teacher in compiling weekly lesson plans.

• Assist the teacher in assessing developmental levels of students.

• Assist the teacher in compiling documentation for student reports and IEP-related records.

• Assist the teacher in planning and implementing a comprehensive program for each student.

• Provide necessary information to the teacher to assist in planning processes related to the adoption of programs and policies.

• Assist, as required, with planning and development of long-range goals and objectives for the Center.

• Assist in yearly classroom budget planning and make recommendations for equipment or software updates.

IV. Professional Development & Training

Participate in district- and Center-sponsored training opportunities, school programs, inservices, and staff meetings as required by the Education Director or direct supervisor.

Required or recommended training may include:

CPR and First Aid

Feeding and lifting techniques

Nonviolent Physical Crisis Intervention, including participation in required drills and compliance with Center crisis response protocols

Disability-specific trainings

Applied Behavior Analysis (ABA)

Assistive technology

15 hours yearly of continuing education per DSS regulations

Bus training expectations and scheduled TA/staff meetings

[Total work week not to exceed 40 hours]

V. Policies, Standards & Regulatory Compliance

• Demonstrate knowledge of and comply with all Center and District policies, procedures, and regulations.

• Maintain strict confidentiality in accordance with HIPAA, FERPA, and Center policy regarding all student records, health information, and family communications. Confidential information may not be shared outside of authorized personnel.

• Serve as a Mandated Reporter of suspected child abuse, neglect, or exploitation in accordance with South Carolina state law. Teaching Assistants are required to report any reasonable suspicion directly to the appropriate authority and notify the Education Director.

• Carry out policies and programs pertaining to the classroom as adopted by the Board of Directors.

• Comply with all licensing standards and regulations set by DSS Day Care

Licensing, ABC Voucher, DHEC, Medicaid Transportation Program, UTMA, and the Board of Directors.

• Make recommendations to the supervisor for the development, review, and revision of Center Policies and Procedures.

• Promote the Meyer Center mission whenever possible in the community within the confines of the personnel policy.

• Report conflicts or concerns related to parents, teachers, and other school/center personnel to the Education Director or School Administration.

• All other duties as assigned by the Education Director, School Administrator, or direct supervisor