Now Hiring!

Consider Senate Bill No. 1534 Consumer Protection and Professional Issues which was recently introduced to the Pennsylvania Senate on May 29, 2012.  The proposed bill will have a significant impact on the shortage of qualified speech-language pathologists who work in Pennsylvania schools and the services provided to children having speech and language problems.  Here are some facts:

• 79% of school administrators identified a “shortage of qualified applicants” as a moderate to great recruiting barrier of speech-language pathologists. (OSEP, 2002)  

• SLPs remain on the “Teacher Shortage Areas Nationwide Listing” for PA. (U.S. Department of Education Office of Postsecondary Education, 2011-12)

• Employment in the area of speech-language pathology is expected to grow by 23 percent from the years 2010 to 2020.  This is faster than the average growth rate for all occupations. (Occupational Outlook Handbook, 2012-13 Edition, U.S. Bureau of Labor)

• Historically, the number of qualified master’s degree professionals being produced by colleges and universities has not been sufficient to supply the demand necessary for all school and health care settings.  

• These employment trends plus the growth in individuals identified as needing SLP services suggests that the shortage of qualified speech-language pathologists can be expected to worsen over the next decade.  

The documented shortage of SLPs in PA schools has affected school personnel and children in negative ways including:

• Hiring individuals under emergency certification

• Increasing caseload size

• Decreasing amount of services

• Use of contracting companies that are often high priced.  (Contracting companies are also faced with the difficulties of finding qualified individuals and some have also gone to using emergency certified personnel to fill the available school based vacancies.)

• Positions left unfilled for many months/years.

• Risk of due process and law suits.

The predicament that school districts incur while finding applicants to fill available SLP positions will be further aggravated if the proposed bill becomes law as only those who hold State Licensure will be able to provide speech and language services in the schools.  

Like me, current employees who are PDE approved and hold teaching certificates only would be allowed to continue working, but only in their current “entity”.  These individuals would be unable to move or change schools of employment.  I urge my fellow PA school-based SLPs to write their State Representative and Senators to relay their concerns.

On July 4, 2012, Valerie Lill devoted her blog post on Speech in the Schools to the ever-present need

I know telepractice is becoming more and more common, especially in rural areas, but is it not a service delivery model with which I've had experience to comment. Any readers out there who can comment?

I have been a school-based slp since 1978.  I love my students and enjoy the relationship I have with my staff.  Our school district is small (4 slps, 2 slpas), and we do the best as a team to support our students.  Yes the paperwork is heavy, but out computer IEP program is slick.  We use the 3:1 caseload delivery model which allows time for all the caseload/workload responsibilities we need to keep up with.

My concern is that we are down  one slp position.  Our sped director has not been able to find someone to fill this position.  I understand that in some rural areas, skype-type therapy takes place.  Any comments about the effectiveness of this form of service in the public school setting?

I should note, I haven't always worked in schools - I worked at a pediatric outpatient rehab facility (most kids were seen 1:1, parents brought them - so as close to private practice as I've been) and I did both home- and center-based early intervention.  I agree with everyone's posts about why people don't want to work in schools - however, my experiences in the schools have not been all negative. There are many positives I find to work in a school - and to be honest, being the mother of a young son, I find the two months off in the summer truly an added bonus for me. However not everyone is in that situation or sees the time off as worthwhile.

I have had the luxury of working in numerous different settings (ex. Medical, rehab, schools...) with varying age groups (ex. toddler to geriatric).  I have been working in an ES for the last 11 years.  While I truly love the students with whom I work,  I can also say that I truly dislike the politics in education, the amount of paperwork, the lack of support, the lack of foolow through from the childs home...the list goes on.  The pay is not even comparable to private practice and the caseload/paperwork/workload are enormous.  I had such high hopes when I started and now feel downtrodden, unappreciated and disheartened.  Not to mention that communication from the powers that be is virtually non existent making the job that much ore difficult.  %0d%0aLastly, it is expensive to be an SLP and this is not offset by the districts even though they benefit financially from the certification.  Our degree requires more credits, CEU's, licensure...but we get paid at the same rate as all teachers because to a district, all masters degrees are created equal though our student loans indicate otherwise.%0d%0aPerhaps if there were more support for education in general and more support from the local, state and national level professional organizations, things may improve.

As a previous contractor in the school setting, I've worked in a number of counties and while they're all different, they all have one thing in common- they're miserable.  I found no job satisfaction working out of a teacher workroom or a hallway, arguing with a teacher about why I had to pull a child from math instead of social studies, or not being able to speak the truth in an IEP meeting or not being able to dismiss a kid.  I always had a cold.  Sometimes the caseload sizes are okay, but in my area it is not unusual for an SLP to have over 100 children on her caseload.  Half of that job is just remembering their names, let alone what their needs are.  I think the new RtI model may also play a role in why the schools are having trouble hiring.  What we know works based on science has been replaced by an experimental model of treatment.  What's the thanks a school SLP gets?  A lower than usual salary.  Even though I was a contractor (so made a little more money), there really isn't any amount of money that could convince me to go back to the schools.  And I would say to the comment about school therapists having all the same training as private SLPs, that yes, we all have the same training.  But we are only as good as the tools we have to work with.  If your tools include 100 kids, teachers who don't respect you, parents who don't know your name, etc., you can't even compare with a private therapist.  

When I got my MS last month, I registered with a district as a substitute SLP and was excited when they offered me a full time position for the following school year.

But after a week subbing in the school, I had to turn down the full time offer. I felt really disrespected by most of the teachers. Many had no idea what an SLP is supposed to do and treated me like a classroom aide. At one point, I was even pulled in to sub an entire class when another substitute didn't show. It was a really sad experience for me because I was excited to work in the schools, but have since gone into skilled nursing. I feel bad for the students in the district who might be missing out on really great therapists because they are not made to feel welcome or respected for the knowledge they bring to the table.

Going in to my current job I had 9 years experience, so I never thought I'd be hired b/c new grads are cheaper!  For the record, I have always worked in PA and have seen the lack of SLPs for posted jobs during my entire 13 years of working. It's interesting to hear what is going on in different parts of the country! I should note, I just got my mail, and sure enough, there was a postcard in there for a PRN SLP position in a rehab hospital in the area!

Anyone know of any SLP positions in schools in Chicago/suburb areas?

I have 13 years experience.  I think Districts don't look at SLPs with experience because of the salary they might have to pay an experienced SLP.   Thank you.  

What states?!  In New York there aren't enough school-based positions!  It seems like for 1 position there are hundreds of applicants.  It took me several years and NUMEROUS interviews to finally land my own position.

As an SLP who just finished her CFY and worked full time in two public schools, I have to admit it was not all I had hoped for. I was naive in thinking or believing the district was looking for multiple SLPs that year for the purpose of decreasing workload. I believe SLPs avoid schools because of the paperwork and the outrageous caseload numbers with a lack of support. Too many districts are hurting for money or see other ways it could be better spent. As a result, I already feel my motivation, creativity and excitement for the profession dramatically reduced. School SLPs need help and aren't getting it.

Our local school district saw 14 SLPs not renew contracts this year.  My work history includes private practice, hospital SNF, outpatient, early intervention, home health, nursing homes, and education.  The least supportive both professionally and ethically was education in my personal experience.  SLPs have options.  Weighing the pros/cons of several areas available, school districts should realize that summers off is just not enough of a perk for everyone.  

I personally love private therapy.  I love getting to work with some of the more medical aspects of disorders.  I also enjoy getting to work one on one with kids and being able to readily communicate with parents/family.  The school disctrict I am located in can not keep an SLP....in the 2 years I've been in the area they have gone through 4 therapists.  There have also been long periods of time where they had no one! What I have heard from some of them is that the school district treats them on the same level as a teacher.  As in- they are forced to do cafeteria and bus duty, all while giving therapy to an entire school district of kids themselves.