Speech Language Pathologist

Are you interested in working with our dynamic and progressive school division to pursue excellence in education for students, professional learning opportunities, a flexible health benefits package, and a workplace that embraces diversity? Then we are the place for you!

Who We Are And What We Value

Parkland School Division (PSD) is a large progressive school jurisdiction serving Spruce Grove, Stony Plain, Fort Chipewyan, and Parkland County. PSD meets the diverse educational needs of over 12,000 rural and urban students across 23 sites, including outreach schools and alternative education programs. Our values are what guide us. We strive for learning opportunities that are purposeful, essential, relevant, authentic, and responsive while aiming for excellence in achievement. PSD also values trustworthy, respectful relationships that promote resilience as students and staff work towards our Ultimate Goal: Student Success & Well-being.

The Parkland School Division currently has an opportunity for a Speech-Language Pathologist to join our collaborative team of SLPs based in Stony Plain, Alberta. Operating as an itinerant professional across an assigned group of schools, the successful candidate will be responsible for providing and implementing programming across a continuum of supports and services. We are seeking a full-time position, but are open to offering flexibility in the Full-Time Equivalent (FTE) to accommodate the right candidate.

Function & Purpose of Position

Parkland School Division operates within a tiered, educational framework rather than a clinical medical model. Working as an integral part of the Student Services team, the Speech-Language Pathologist's (SLP) primary purpose is to support language and communication needs to ensure students can actively access their learning and achieve success. Operating as an itinerant professional across an assigned group of schools, the SLP achieves this through a cohesive continuum of supports. By blending individual student assessments, targeted interventions (delivered through the clinical supervision of Speech Language Assistants), and universal classroom strategies, the SLP provides essential student support while simultaneously building the capacity of educators to embed communication strategies into daily routines.

Job Duties

Continuum of Supports & Capacity Building

• Delivers speech and language services through a continuum of supports, including individual student consultations, targeted group interventions, and universal classroom strategies.
• Builds capacity with teachers, Educational Assistants, and families by modeling and coaching strategies to embed communication supports into the classroom environment.
• Collaborates with school teams to support the development and implementation of universal, whole-class language strategies and Augmentative and Alternative Communication (AAC) trials.
• Occasionally design and deliver formal professional development to school staff or information sessions to parents, to build division-wide capacity.
  
  

Assessment, Programming & Consultation

• Conduct diagnostic assessments to identify expressive and receptive language, speech, and communication needs impacting student access to learning.
• Support the identification and documentation of students who qualify for provincial funding models, including Program Unit Funding (PUF).
• Participate in the consultative development of student programming goals and debrief assessment results collaboratively with multidisciplinary school teams and families.
  
  

Clinical Oversight of Speech Language Assistants (SLA'S)

Professional Practice & Administration

• Independently triage and manage an itinerant caseload across multiple school sites, balancing division priorities, mandated reporting timelines, and fluctuating school needs.
• Effectively manage time and scheduling to balance caseload priorities with required multidisciplinary meetings, ensuring all collaborative duties are seen through to timely completion.
• Adhere strictly to Parkland School Division’s established consent protocols and documentation requirements, operating within the Division's specific operational application of ACSLPA standards.
  
  

Education & Registration

Education

• Master of Science or Master of Arts in Speech-Language Pathology required.
• Current, full registration and in good standing with the Alberta College of Speech-Language Pathologists and Audiologists (ACSLPA).
  
  

Experience

• Experience working as an SLP in an educational or school-based setting is preferred. Candidates without direct school experience who possess a strong desire to transition into a collaborative, tiered educational framework (rather than a traditional medical model) are encouraged to apply.
• Strong understanding of tiered response models and capacity-building practices.
• Experience working with early education students and familiarity with Program Unit Funding (PUF) requirements is an asset.
• Experience providing clinical direction or supervision to therapy assistants (SLAs) or support staff.
• Experience collaborating within large, multidisciplinary wrap-around teams.
• Experience with Augmentative and Alternative Communication (AAC) systems and trials is an asset.
• Experience delivering professional learning opportunities or presentations to adult learners (staff or parents).
  
  

Working Conditions

• Work is located in schools and at the division office
• Works on a 10-month calendar schedule.
• Full-time positions operate on a 35-hour work week.
• This position requires significant local travel between sites, necessitating the use of a personal vehicle and a valid Alberta Driver’s License; mileage will be reimbursed.
  
  

This position requires an original copy of a current clean criminal record check with vulnerable sector and an original copy of a child intervention record check.

This position is covered by the Canadian Union of Public Employees Collective Agreement.

Hours of Work: 35 hrs/week (10-month school-based employee)

Pay Rate: $71.57-$77.17 (Pay group 9)

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