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 perks 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 an educational framework designed to facilitate student access to learning, rather than a clinical medical model. The Speech-Language Pathologist (SLP) works as an integral part of the Student Services team to provide and implement programming across a continuum of supports and services. Operating as an itinerant professional across an assigned group of schools, the SLP drives positive student outcomes through a blend of direct and indirect services.

This continuum ranges from individual student consultations and specialized assessments (which prioritize active coaching and staff capacity building) to targeted interventions delivered through the clinical supervision of Speech Language Assistants (SLAs), and extends to universal classroom supports and modeling. Through this tiered approach, 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.
- Supports the development and implementation of universal, whole-class language strategies, acting as a collaborative partner to classroom teachers.
- Collaborates with school teams to support the development and implementation of universal, whole-class language strategies and Augmentative and Alternative Communication (AAC) trials.
- Designs and delivers formal professional development to school staff, as well as educational presentations and information sessions to parents, to build division-wide capacity regarding speech, language, and communication strategies.

Assessment, Programming &

- Consultation





- Conducts assessments to identify expressive and receptive language, speech, and communication needs impacting student access to learning.
- Supports the identification and documentation of students who qualify for provincial funding models, including Program Unit Funding (PUF) for early learners.
- Debriefs assessment results, strategies, and transition plans collaboratively with multidisciplinary school teams and families.
- Participates in the consultative development of goals to support student programming and advises on strategies for achieving learning and communication outcomes.
- Participates as an active member of a multidisciplinary team (including Occupational Therapists, Psychologists, Teachers, and outside agencies).

Clinical Oversight of Speech Language Assistants (SLA'S)

- Provides direct clinical oversight to Speech Language Assistants operating within the division.
- Establishes the caseload and intervention parameters for SLAs, ensuring they are adequately trained to complete assigned screenings and targeted speech/language interventions.
- Directs the clinical implementation of SLA daily pull-out or targeted group models, recognizing that administrative and HR supervision of SLAs remains the responsibility of the School Principal.

Professional Practice &

- Administration

- Independently triages and manages an itinerant caseload across multiple school sites, balancing division priorities, mandatory reporting timelines, and fluctuating school needs.
- Effectively manages time and scheduling to balance caseload priorities with required multidisciplinary meetings, ensuring all collaborative duties are seen through to timely completion.
- Provides professional input while strictly adhering to Parkland School Division’s established consent protocols, caseload frameworks, and documentation procedures. The SLP must operate within the Division's directives, which are designed to operationalize the Alberta College of Speech-Language Pathologists and Audiologists (ACSLPA) standards specifically for our educational environment.
- Maintains accurate, timely, and confidential records and data regarding student interventions and assessments.
- Performs other duties as assigned by the Division Principal of Student Services.

Education &

- Experience

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 a Speech-Language Pathologist in an educational or school-based setting is strongly preferred.
- Experience working with early education students and familiarity with Program Unit Funding (PUF) requirements is an asset.
- Proven ability to deliver interventions across a continuum of supports and services.
- Experience providing clinical direction to therapy assistants or support staff.
- Experience collaborating within large, multidisciplinary teams and delivering professional learning opportunities to adult learners.

Knowledge, Skills &

- Attributes





- Stays up to date with current speech, language, and AAC research, educational practices, and pedagogical initiatives.
- Supports and abides by internal Student Services processes, particularly regarding consent and documentation.
- Exemplary interpersonal skills - ability to listen and build consensus with internal and external stakeholders, communicating effectively with diverse groups.
- Actively promotes Parkland School Division in a positive manner during collaborations with community partners and home team members.
- Perceptive understanding of the cultural uniqueness of each assigned school’s climate.
- Demonstrates high levels of organization, triage capability, problem-solving, and the ability to independently prioritize tasks across an itinerant workload.
- Respects the confidentiality and personal integrity of students, parents, teachers, and other staff.
- Models and promotes continuous learning experiences through reflection, conversation, and practice.

Decision Making

- Work is performed under the direction of the Division Principal of Student Services.
- Exercises independent clinical judgment regarding student assessments, SLA caseload distribution, and the triage of itinerant scheduling across assigned schools.
- Consults with the Division Principal of Student Services regarding caseload concerns, external partnerships, division resource needs, or systemic divisional initiatives.

Physical Demands

- Some sitting, standing, moving, lifting, and bending (or a combination of these movements) and intense concentration with frequent interruptions.
- Potential Risks of the work environment are:
- Contact with infectious diseases
- Noise level
- Dealing with uncooperative or difficult students

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: $28.51 - $31.80 (Pay group 4)

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Hours: 5:30am-5:00pm, Monday through Friday

📌 Speech Language Pathologist (Stony Plain)
🏢 Parkland School Division
📍 Stony Plain