The Lang School seeks creative, passionate, and dedicated teachers and specialists to support our twice-exceptional (2e) students — gifted students with learning differences — across a variety of grades, subjects, and clinical support areas.

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We offer our highly promising learners in grades K-12 a rigorous, learner-centered, empirically validated education with integrated supports that foster independence and self-advocacy.

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We are looking for an experienced Speech Language Pathologist to work collaboratively with our School Psychology, Therapy, and Education Teams, as well as with students, parents, and outside providers.

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Candidate Requirements:

• Master's Degree in speech-language pathology/communication sciences and disorders

• New York State licensure (or eligible) in speech-language pathology

• ASHA certification

• Minimum of three years working in an educational setting

• Demonstrate alignment with our mission and core SEL & EF programs — Social Thinking, CPS, PBIS, CBT, DBT, OST/OTMP)

• Proficient with classroom technologies, online learning platforms, and Google Suite

• Must be legally authorized to work in the United States and does not require sponsorship for an employment visa to work in the U.S. now or in the future

 

Successful candidates:

• have an authentic connection with our school's mission and our student population of twice-exceptional learners

• have experience working in gifted and special needs learning spaces, and have deep knowledge in and passion for their area(s) of specialty

• are grounded in an understanding of progressive, inquiry-based education

• have the experience of or a desire to teach in a setting that honors the competence, independence, and promise of children so that strengths can be amplified and skills in progress are supported with transferable strategies and tools

• are creative designers of learning experiences who leverage student interests, real-world problems, and professional tools to create a purposeful experience that drives student learning

• are committed to social justice and equity through action, reflection, and growth and to an examination of the intersection of their identities and the identities of their students and colleagues to support the creation of equitable learning spaces

• are tenacious and possess a “whatever it takes” attitude to support student learning that derives from adaptability, flexibility, and unwavering kindness and patience

• are excellent communicators who actively listen and ask probing questions with/of all members of the community and know how to be candid and empathic at the same time

• are community and collaboration-focused, and recognize the importance of leveraging divergent viewpoints for the improvement of our collective work and the building of positive relationships

• hold their colleagues and students accountable, and are receptive and humble when held accountable

• are comfortable with ambiguity and not always having or knowing the answers, but are an intellectually curious, growth-focused lifelong learner who picks up new ideas quickly

 

Responsibilities:

• Provide small group and/or individual speech and language therapy to students based on individualized treatment plans 

• Push into various classes to provide support with SEL skill development and practice

• Use a social-cognitive framework and the school’s specific psychosocial curriculum for pragmatic language therapy, based on the foundations of the Social Thinking™ curriculum and treatment tools

• Provide language-based literacy intervention and support academic staff in the implementation of literacy strategies

• Screen students for possible speech and/or language delays/disabilities when concern is reported by parent(s) or teacher(s) or at clinician’s discretion with supervisor approval

• Advise and coach teachers and staff in regard to each child's individual social and language-based needs

• Conduct regular observations and collect/interpret data to identify the current developmental and cognitive needs of students 

• Assist in incorporating observations and data into practices that support student well-being and success

• Support crisis intervention and collaborative problem-solving efforts

• Collaborate in compassionately but directly communicating student needs with all stakeholders and translating observations and data into best practices that demonstrably improve student well-being and success

• Participate in the Admissions process via student observations or 1:1 meetings, and feedback to the Admissions Team

• Maintain detailed records of curricular successes/failures/adjustments and of student progress and other noticings

• Consistently provide students with feedback and opportunities to improve their work with research-based supports designed to be faded and adjusted over time

• Provide student literacy skills and social-emotional learning updates to all interested parties on request

• Proactively identify and work toward resolving student learning challenges, including the integration of appropriate staff partners (teaching faculty, reading and writing specialists, OT, college counselor, school psychologists, and school leadership)

• Build and maintain strong, trusting relationships with students, colleagues, and parents

• Classroom Supports for Tier I intervention include but not limited to restorative approaches to behavior, positive behavioral supports, social-emotional learning

• Commitment to diversity, equity, inclusion, and belonging both professionally and when creating a culturally responsive curriculum

• Participate wholeheartedly in all school and grade-team meetings and in opportunities for professional development

• Willingness to support with additional tasks or committees as requested by leadership

 

The Lang School (thelangschool.org) is a progressive independent school located in Lower Manhattan serving grades K-12. Our high potential and gifted learners also have learning challenges, such as ADHD, anxiety, EF difficulties, dyslexia, or autism. These twice-exceptional (“2e”) learners have a unique set of social, emotional, and intellectual needs. We meet students where they are and empower them to achieve their next levels of excellence with research-based supports and a robust Talent Development Program.

Our mission is to create a safe and engaging learning environment for students with an emphasis on creative thinking and assets-based approaches. Our students are both unique and diverse, and we seek out and celebrate diversity in our community — in our identities (race, ethnicity, gender expression, socioeconomic status), as well as our backgrounds, experiences, and perspectives.