Speech and Language Pathologist (SLP) Temporary Posting
Top Benefits
About the role
Speech and Language Services Speech and Language Pathologist (SLP) Temporary Position- FTE 1.0 Salary range - $83,239 to $106,328 About The Board The Hamilton-Wentworth District School Board (HWDSB) is committed to learning, equity, engagement and innovation. We are guided by our vision, Growing Together, the mission that every student experiences a sense of belonging and engages in dynamic learning to reach their potential and build their own future, and our values of Compassion, Dignity, Trust, and Joy to guide our daily work and ensure that we honour the unique identities and needs of all. Proudly serving a community of approximately 50,000 students in the City of Hamilton and surrounding area, HWDSB operates across 84 elementary schools, 13 secondary schools and 1 Adult Learning Centre, in addition to providing support and service to approximately 8,800 staff members.
Staff Wellness At HWDSB, staff wellness is a priority. We are committed to co-creating and fostering an environment where staff feel safe, valued, and supported. We are continuously striving to support the needs of our diverse community and actively work to foster and maintain a culture of human rights.
Our holistic Staff Wellness program has been designed to support employee’s well-being in all dimensions of health. As one part of this comprehensive program, all staff as well as their dependents have access to free and confidential supports through our Employee and Family Assistance Provider (EFAP), in addition to many other program components.
Reporting to the Manager of Speech, Language & Communication Services team and under the direction of the Superintendent of Special Education, Inclusion and Equity (SEIE), Speech-Language Pathologists (SLPs) engage in assessment, consultation, and direct and indirect supports for HWDSB students to assist in the development speech, language, social communication and early literacy skills. SLPs also play an integral role in supporting the development of functional communication skills using a variety of augmentative/alternative communication (AAC) strategies and tools. Clinical supervision of Communicative Disorders Assistants (CDAs) is a required part of the HWDSB SLP’s responsibilities.
The SLP will work in an itinerant capacity to provide services across multiple schools within the HWDSB. SLPs work as a member of a larger multi-disciplinary team to actively collaborate with a wide variety of Board professionals, including classroom Teachers, Learning Resource Teachers (LRTs), Educational Assistants, Behaviour Analysts, Child and Youth Care Practitioners, and other Itinerant Teachers, to coordinate services and to aid in the generalization of students’ communication goals within the classroom setting.
Key Responsibilities Direct student support
Assess speech, oral/written language, and communication skills of students using a variety of standardized and informal and/or dynamic measures
- Provide consultation and direct modeling of speech/language strategies to at-risk students and students with identified exceptionalities to support in their participation in regular classrooms or in special education programming, as appropriate.
- Provide assessment, consultation and direct modeling of AAC strategies and tools in classrooms, in collaboration with education partners, board professionals and community partners as applicable and appropriate.
- Supervise and collaborate with CDAs to provide direct intervention to students individually or in small groups to address communication-related goals.
- Liaise with community partners and other external agency professionals to support generalization of skills in the classroom setting.
- Indirect student support.
- Collaborate with educator teams to provide learning opportunities for staff and parents/guardians.
- Provide training and supports to school staff and/or parents/guardians for implementation of AAC strategies and tools.
- Collaborate with classroom teachers and/or LRTs to provide classroom-wide supports for all learners to improve speech, language, literacy and social communication using a Universal Design for Learning (UDL) framework. Participate in student conferences and team meetings as needed.
- Participate in discussions relating to students’ individual educational plan (IEP) as appropriate.
Other Duties
- Clinical supervision of CDAs.
- Attend team and departmental meetings in person.
- Participate in working groups, focus groups or committees related to Board initiatives/projects, as directed by the Manager of Speech, Language & Communication services team.
- Present at and conduct in-services, workshops, staff meetings as requested/required.
- Other duties as assigned
Education And Experience
- Registered with the College of Audiologists and Speech-Language Pathologists of Ontario (CASLPO) and in good standing
- Masters degree in Speech-Language Pathology
- Experience with assessment, consultation and evidence-based and evidence-informed intervention of school-aged students in the areas of speech, language, literacy, social communication and augmentative/alternative communication
- Knowledge of Ministry of Education documents, including but not limited to PPM 81, Learning for All, language curriculum, and the kindergarten program
- Experience in the clinical supervision of Communicative Disorders Assistants (CDAs), as per CASLPO requirements
- Demonstrated commitment to equity, inclusion, and culturally responsive practices
Employment Equity Statement Hamilton-Wentworth District School Board (HWDSB) is committed to building inclusive learning and working environments where students see themselves reflected in the curriculum, staff population, physical surroundings and the broader community.
HWDSB’s mission is to empower students to learn and grow to their full potential in a diverse world. Guided by this mission, HWDSB strives to build a workforce that embodies the values of human rights, equity, diversity and inclusion, while reflecting and welcoming the diverse and distinct identities, experiences and needs of our students and our communities.
HWDSB Seeks Qualified Candidates Who Share Our Commitment To Equity And Inclusion, And Who Will Contribute To The Vision Of Creating Inclusive And Equitable Outcomes. HWDSB Especially Invites And Welcomes Applications From
- Indigenous Peoples (e.g. First Nations, Métis and Inuit peoples);
- Members of groups that commonly experience discrimination due to race, ancestry, colour, religion and/or spiritual beliefs, or place of origin; (e.g. Black and racialized communities, immigrant communities, etc.)
- Persons with visible and/or invisible (physical and/or mental) disabilities;
- Persons who identify as women; and
- Persons of marginalized sexual orientations, gender identities, and gender expressions. (i.e. Two-spirit and LGBTQIA+)
As part of HWDSB’s commitment to employment equity and removing barriers to groups that have faced and continue to face barriers in employment, we invite all applicants to complete a voluntary question(s) that collects identity-based information. The voluntary question(s) is on the Apply to Education application page for this position.
HWDSB is committed to providing accommodation throughout the recruitment and selection process, based on any human rights protected grounds. If you require accommodation, please notify us in advance and we will work with you to meet your needs.
Land Acknowledgement HWDSB is located on ancestral Anishinaabe and Haudenosaunee Confederacy land as determined by the Dish with One Spoon treaty. The Dish with One Spoon wampum belt represents the treaty relationship between the Haudenosaunee Confederacy and Anishinaabe with respect to sharing the land and resources thereon. The intent of this agreement is for all nations sharing this territory to do so responsibly, respectfully and sustainably in perpetuity. We respect the longstanding relationships with the local Indigenous communities, the Mississaugas of the Credit First Nation and the Six Nations of the Grand River.
Applicant Self-Identification Form The information collected on this form is used to monitor HWDSB’s progress toward our equity goals including our commitment to diversity in HWDSB recruitment and hiring practices. We are committed to the security and confidentiality of information under our control, and to the protection of privacy with respect to personal and confidential information that is collected, used, disclosed and retained in the system . Information on this form is collected pursuant to (Ministry of Education) and in accordance with the Municipal Freedom of Information and Protection of Privacy Act . Access to this form is restricted to specific individuals in Human Resources. The Research and Analytics Department will use aggregate data from all the forms (not individual data) for internal reporting. Their access and use of the data is governed by MFIPPA and . Applicant Self-Identification Forms will be maintained in the Human Resources job competition file and securely destroyed 6 years after the job posting in accordance with general records retention principles. If you prefer not to answer any of the questions, you can select “prefer not to answer”. This in no way affects your application or the applicant selection process. If you have questions or concerns about this form please contact .
Speech and Language Pathologist (SLP) Temporary Posting
Top Benefits
About the role
Speech and Language Services Speech and Language Pathologist (SLP) Temporary Position- FTE 1.0 Salary range - $83,239 to $106,328 About The Board The Hamilton-Wentworth District School Board (HWDSB) is committed to learning, equity, engagement and innovation. We are guided by our vision, Growing Together, the mission that every student experiences a sense of belonging and engages in dynamic learning to reach their potential and build their own future, and our values of Compassion, Dignity, Trust, and Joy to guide our daily work and ensure that we honour the unique identities and needs of all. Proudly serving a community of approximately 50,000 students in the City of Hamilton and surrounding area, HWDSB operates across 84 elementary schools, 13 secondary schools and 1 Adult Learning Centre, in addition to providing support and service to approximately 8,800 staff members.
Staff Wellness At HWDSB, staff wellness is a priority. We are committed to co-creating and fostering an environment where staff feel safe, valued, and supported. We are continuously striving to support the needs of our diverse community and actively work to foster and maintain a culture of human rights.
Our holistic Staff Wellness program has been designed to support employee’s well-being in all dimensions of health. As one part of this comprehensive program, all staff as well as their dependents have access to free and confidential supports through our Employee and Family Assistance Provider (EFAP), in addition to many other program components.
Reporting to the Manager of Speech, Language & Communication Services team and under the direction of the Superintendent of Special Education, Inclusion and Equity (SEIE), Speech-Language Pathologists (SLPs) engage in assessment, consultation, and direct and indirect supports for HWDSB students to assist in the development speech, language, social communication and early literacy skills. SLPs also play an integral role in supporting the development of functional communication skills using a variety of augmentative/alternative communication (AAC) strategies and tools. Clinical supervision of Communicative Disorders Assistants (CDAs) is a required part of the HWDSB SLP’s responsibilities.
The SLP will work in an itinerant capacity to provide services across multiple schools within the HWDSB. SLPs work as a member of a larger multi-disciplinary team to actively collaborate with a wide variety of Board professionals, including classroom Teachers, Learning Resource Teachers (LRTs), Educational Assistants, Behaviour Analysts, Child and Youth Care Practitioners, and other Itinerant Teachers, to coordinate services and to aid in the generalization of students’ communication goals within the classroom setting.
Key Responsibilities Direct student support
Assess speech, oral/written language, and communication skills of students using a variety of standardized and informal and/or dynamic measures
- Provide consultation and direct modeling of speech/language strategies to at-risk students and students with identified exceptionalities to support in their participation in regular classrooms or in special education programming, as appropriate.
- Provide assessment, consultation and direct modeling of AAC strategies and tools in classrooms, in collaboration with education partners, board professionals and community partners as applicable and appropriate.
- Supervise and collaborate with CDAs to provide direct intervention to students individually or in small groups to address communication-related goals.
- Liaise with community partners and other external agency professionals to support generalization of skills in the classroom setting.
- Indirect student support.
- Collaborate with educator teams to provide learning opportunities for staff and parents/guardians.
- Provide training and supports to school staff and/or parents/guardians for implementation of AAC strategies and tools.
- Collaborate with classroom teachers and/or LRTs to provide classroom-wide supports for all learners to improve speech, language, literacy and social communication using a Universal Design for Learning (UDL) framework. Participate in student conferences and team meetings as needed.
- Participate in discussions relating to students’ individual educational plan (IEP) as appropriate.
Other Duties
- Clinical supervision of CDAs.
- Attend team and departmental meetings in person.
- Participate in working groups, focus groups or committees related to Board initiatives/projects, as directed by the Manager of Speech, Language & Communication services team.
- Present at and conduct in-services, workshops, staff meetings as requested/required.
- Other duties as assigned
Education And Experience
- Registered with the College of Audiologists and Speech-Language Pathologists of Ontario (CASLPO) and in good standing
- Masters degree in Speech-Language Pathology
- Experience with assessment, consultation and evidence-based and evidence-informed intervention of school-aged students in the areas of speech, language, literacy, social communication and augmentative/alternative communication
- Knowledge of Ministry of Education documents, including but not limited to PPM 81, Learning for All, language curriculum, and the kindergarten program
- Experience in the clinical supervision of Communicative Disorders Assistants (CDAs), as per CASLPO requirements
- Demonstrated commitment to equity, inclusion, and culturally responsive practices
Employment Equity Statement Hamilton-Wentworth District School Board (HWDSB) is committed to building inclusive learning and working environments where students see themselves reflected in the curriculum, staff population, physical surroundings and the broader community.
HWDSB’s mission is to empower students to learn and grow to their full potential in a diverse world. Guided by this mission, HWDSB strives to build a workforce that embodies the values of human rights, equity, diversity and inclusion, while reflecting and welcoming the diverse and distinct identities, experiences and needs of our students and our communities.
HWDSB Seeks Qualified Candidates Who Share Our Commitment To Equity And Inclusion, And Who Will Contribute To The Vision Of Creating Inclusive And Equitable Outcomes. HWDSB Especially Invites And Welcomes Applications From
- Indigenous Peoples (e.g. First Nations, Métis and Inuit peoples);
- Members of groups that commonly experience discrimination due to race, ancestry, colour, religion and/or spiritual beliefs, or place of origin; (e.g. Black and racialized communities, immigrant communities, etc.)
- Persons with visible and/or invisible (physical and/or mental) disabilities;
- Persons who identify as women; and
- Persons of marginalized sexual orientations, gender identities, and gender expressions. (i.e. Two-spirit and LGBTQIA+)
As part of HWDSB’s commitment to employment equity and removing barriers to groups that have faced and continue to face barriers in employment, we invite all applicants to complete a voluntary question(s) that collects identity-based information. The voluntary question(s) is on the Apply to Education application page for this position.
HWDSB is committed to providing accommodation throughout the recruitment and selection process, based on any human rights protected grounds. If you require accommodation, please notify us in advance and we will work with you to meet your needs.
Land Acknowledgement HWDSB is located on ancestral Anishinaabe and Haudenosaunee Confederacy land as determined by the Dish with One Spoon treaty. The Dish with One Spoon wampum belt represents the treaty relationship between the Haudenosaunee Confederacy and Anishinaabe with respect to sharing the land and resources thereon. The intent of this agreement is for all nations sharing this territory to do so responsibly, respectfully and sustainably in perpetuity. We respect the longstanding relationships with the local Indigenous communities, the Mississaugas of the Credit First Nation and the Six Nations of the Grand River.
Applicant Self-Identification Form The information collected on this form is used to monitor HWDSB’s progress toward our equity goals including our commitment to diversity in HWDSB recruitment and hiring practices. We are committed to the security and confidentiality of information under our control, and to the protection of privacy with respect to personal and confidential information that is collected, used, disclosed and retained in the system . Information on this form is collected pursuant to (Ministry of Education) and in accordance with the Municipal Freedom of Information and Protection of Privacy Act . Access to this form is restricted to specific individuals in Human Resources. The Research and Analytics Department will use aggregate data from all the forms (not individual data) for internal reporting. Their access and use of the data is governed by MFIPPA and . Applicant Self-Identification Forms will be maintained in the Human Resources job competition file and securely destroyed 6 years after the job posting in accordance with general records retention principles. If you prefer not to answer any of the questions, you can select “prefer not to answer”. This in no way affects your application or the applicant selection process. If you have questions or concerns about this form please contact .