Virtual School SLP Job in Alaska Competitive Pay & Flexible Schedule

As a Virtual School SLP at ProCare Therapy, your key responsibilities include assessing, diagnosing, and treating speech-language disorders through a virtual platform. You'll develop and adjust therapy plans based on each student's individual needs and track their progress. Conducting engaging, interactive virtual therapy sessions is also crucial, along with collaborating with educators, families, and special education teams to ensure speech goals are integrated into students' learning experiences.

To qualify for the Virtual School SLP position with ProCare Therapy, candidates must hold a Master’s degree in Speech-Language Pathology and have ASHA CCC certification. Additionally, an Alaska Type C Special Services Certificate is required, as well as a minimum of two years of school-based experience. Familiarity with virtual therapy platforms is a plus, but a willingness to learn is equally important.

ProCare Therapy offers flexible scheduling options for the Virtual School SLP position, allowing you to choose your working hours according to your availability. Whether you prefer full-time or part-time opportunities, you can create a schedule that accommodates your lifestyle, making it easier to balance work and personal life seamlessly.

As a Virtual School SLP at ProCare Therapy, you can expect competitive pay starting at $48 per hour, with the potential to earn up to $55 per hour, depending on your experience and qualifications. This pay structure recognizes your expertise and the important work you do in supporting students' speech-language needs.

Previous experience with teletherapy is not strictly required to apply for the Virtual School SLP role at ProCare Therapy. While familiarity with virtual therapy platforms is advantageous, ProCare Therapy is more interested in your willingness to learn and adapt to new methods. This position is a great opportunity to grow your skills in teletherapy while making a significant impact on students' lives.

In diagnosing speech-language disorders, I begin by collecting comprehensive background information on the student, including previous evaluations and any relevant medical history. I utilize standardized assessments along with informal observations to assess communication skills. I ensure that my diagnosis leads to tailored therapy plans and supports each student's unique needs effectively.

To create engaging virtual therapy sessions, I incorporate interactive tools such as games, visual aids, and multimedia resources that align with the therapy goals. I prioritize student involvement, using their interests to make activities relatable and fun. Maintaining a positive platform is essential, and I ensure every session is dynamic and enjoyable for the students.

Effective collaboration is key in my practice. I maintain open lines of communication with educators and families through regular updates on student progress and therapy goals. I encourage feedback and work closely with teachers to integrate speech goals into the curriculum, making sure everyone is aligned on the best approaches to support the student.

I believe in addressing challenges with patience and empathy. If a student shows resistance, I take the time to assess their feelings and concerns, providing assurance and clarity on therapy's purpose. I modify activities to align with their interests and motivations, turning potential conflicts into opportunities for increased engagement and success.

I have considerable experience with IEP meetings, where I actively participate in discussing student progress, presenting data from therapy sessions, and suggesting interventions based on my assessments. I maintain thorough documentation to ensure compliance and facilitate collaboration among all team members, enhancing the student's learning experience.

I measure progress through a combination of qualitative and quantitative data. I set specific, measurable goals tailored to each student's unique needs and track their achievements over time. Regular assessments, feedback from families, and observations during sessions help gauge improvements and allow me to adjust therapy strategies as necessary.

The most rewarding aspect of being a School SLP is witnessing my students achieve their communication goals and gain confidence. Helping them make significant strides in their speech and language abilities not only improves their academic performance but also enhances their social interactions, making a lasting impact on their lives.

I prioritize professional development by participating in webinars, workshops, and online courses that focus on the latest trends in speech therapy and virtual service delivery. Staying updated on evidence-based practices and emerging technologies enhances my skills and ultimately benefits my students and their learning outcomes.

To maintain student engagement during remote sessions, I use a variety of interactive tools such as online games, visual aids, and multimedia content. I also incorporate frequent breaks and adjustments to lesson plans based on student feedback to keep the sessions lively and responsive to their energy levels.

Adapting therapy approaches involves understanding the developmental stages of each age group. For younger children, I incorporate play-based learning and hands-on activities, while for older students, I emphasize functional communication skills relevant to their social and academic environments. Each session is individualized to promote best outcomes.