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The American Speech-Language-Hearing Association was founded in 1925. It is a not-for-profit scientific and professional association for speech-language pathologists, audiologists, and speech and hearing scientists. ASHA is committed to the consumers of our services, the more than 42 million Americans with communication disorders. ASHA's mission is to ensure that all people with speech-language, and hearing disorders receive quality services from well-educated professionals. The American Speech-Language-Hearing Association (ASHA) certifies practicing clinicians, conducts and accredits educational programs for its members, informs the public about communication disorders, produces and markets educational materials, monitors legislation, and lobbies state and federal governments. ASHA represents more than 234,000 speech-language pathologists, audiologist, and speech and hearing scientists. The Association's National Office, in Rockville, Maryland, employs more than 300 individuals in a wide range of occupations. Some staff members are speech-language pathologists and audiologists. Other professionals provide expertise in a variety of fields from accounting, information processing and marketing to convention and meeting planning, customer service and desktop publishing. ASHA has been recognized as a "Great Place to Work" by Washingtonian Magazine and by the State of Maryland and Montgomery County Work/Life Alliance. ASHA has also earned recognition as a "Best Workplace for Commuters." A number of public service campaigns, media advertising campaigns, and membership promotion materials that our staff have worked on have earned awards. The ASHA Leader, our bi-weekly tabloid, has earned numerous awards for general excellence and feature articles. Our website has also earned a number of awards. In addition, the National Office has received awards for our recycling efforts. For more information about our organization, see our website at www. asha.org.ASHA offers a comprehensive benefits package. * Health/Dental/Vision Insurance * Life Insurance * Long-Term Disability Income Insurance * Travel Accident Insurance * Defined Contribution Plan * 401(k) Savings Plan * Flexible Spending Plan * Annual Leave * Sick Leave * Family and Medical Leave * Voluntary Leave Transfer Program * Paid Holidays * Flextime * Telecommuting * Flexplace * Fare Share Program * Employee Assistnace Program * Tuition Reimbursement * Staff Development Prgram * Wellness and Fitness * Direct Deposit

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About EdFind

EdFind is ASHA's online directory for undergraduate and graduate degree programs in communication sciences and disorders (CSD). Whether you want to become an audiologist, speech-language pathologist, or a speech, language, or hearing scientist, EdFind will help you identify academic programs that meet your needs.

The information in EdFind came directly from the data submitted by institutions in their annual  CSD Education Survey  and reports data for the most recently completed academic year. Further information about academic programs and trends in CSD Education is provided in  CSD Education Survey reports and summaries .

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For questions about education in communication sciences and disorders, contact [email protected] .

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The American Speech-Language-Hearing Association (ASHA) is the national professional, scientific, and credentialing association for 234,000 members, certificate holders, and affiliates who are audiologists; speech-language pathologists; speech, language, and hearing scientists; audiology and speech-language pathology assistants; and students.

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SLP 101: Interviewing

08/26/2013 by Jenna 11 Comments

• State education departments (ie: Ohio Department of Education)
• State SLP organizations
• Contract Companies
• schoolspring.com
• School district websites (this tends to be the best in my own area, schools have enough applicants and don’t need to advertise outside of their own websites.)
• Often a state is divided up into Area Education Agencies or Education Service Centers
• Some states have a consortium where all schools post jobs
• Word of Mouth

Sample Interview Questions:

• Tell me about your background and experiences. Tell me why you chose to apply for our position.
• How do you establish relationships and maintain effective communication with parents?
• How do you incorporate the Common Core State Standards in your treatment and paperwork?
• How will you work with the team to determine transition goals for secondary students?
• How do you implement RtI?
• Talk about a difficult experience with a student exhibiting challenging behavior and what you did.
• If I came into one of your therapy sessions, what would I see?
• How do you plan to use technology in your therapy sessions?
• Talk about your planning process in establishing IEP goals and what you do when a student is not meeting those goals.
• How do you interpret standardized test scores in light of the state eligibility criteria?
• If you received a referral from a teacher, explain what you would do.
• What do you do in your evaluations so you can determine whether or not a student is eligible for services?
• If a teacher doesn’t follow through with your classroom recommendations what would you do?
• How do you do therapy with a group including fluency, artic, and language since students have to be grouped by grade? How do you differentiate therapy?
• What assessments are you familiar with?
• If you go wave a magic wand and change anything about IEPs, what would they be?
• How do you define educational impact?
• Tell about your experiences with assistive technology and alternative communication in the classroom.
• How do you differentiate between articulation disorders and phonological disorders?
• What assessments do you use for the early childhood population?
• What kind of innovative treatments approaches can you offer to our early childhood population?
• What aspects of this job will stretch your professional capabilities?
• How do you incorporate evidence based practices into your treatment?
• How is treating students in middle and high school different from treating those in the lower grades?
• Tell me about a time where collaboration was important.
• What is your experience with writing and implementation of IEPs?
• How do you keep children engaged in sessions?
• What is your experience working with differing populations? (ASD, severe CD, CAS)
•  Explain your assessment plan for a student whose primary language is not English.
• Where do you see yourself in 5 years?
• What was your most challenging case?
• What procedure would you use in order to determine a starting point for a student with articulation delays?
• What would you say to a parent of a child who is requesting an increase in speech services or summer services but they clearly do not meet the criterion and they are asking you to tell the district their child needs it?
• Share an example of how you’ve collaborated with special and general ed colleagues to provide service for a student with communication needs.
• How do you determine how much special education service a student should receive?
• How do you support students in a general education environment?
• What methods do you use for data collection? How do you use that data?
• Tell us about your experience with alternative communication systems and assistive technology.
• What are the key components to a successful IEP meeting?

Questions You Should Ask:

• Questions you might want to ask in your interview
• What are the caseload averages in the district.
•  How do you handle caseloads that grow during the year?
• What would my caseload make-up look like (age, disability, etc.)
• Do you use a weighted system (workload approach) so that students who more intense needs can be serviced effectively?
• I know the caseload limits in my state are XX, is there any policy in district that differs from that?
• How often do SLPs change assignments? Is there an expectations to remain in the position I first accept or do SLPs move between schools or groups? Will I be forced to switch assignments if I love what I’m doing?
•  Besides direct assessment and intervention, what other responsibilities will I have? RtI teams? IAT teams? Building teams? etc.
• What is the policy for new teachers/staff (i.e different orientation)?
• What program do you use for IEPs and will I get training on it?
• What type of professional development opportunities are available specific to the needs of SLPs?
• Do you offer financial incentives for maintaining CCCs?
• I’m a Clinical Fellow, what type of supervision will you offer? Will my CF supervisor be available for more than the minimum requirements? Has he/she supervised before? Will we be located at the same building? Are they available for questions via phone/email whenever they come up?
• What is the policy on SLP absences? (Are SLPs expected to make up therapy time for sick days, IEP meetings, etc.?)
• How are the minutes of service written on IEPs (minutes per week, month, quarter)?
• What space will be available for me to use, and is it shared with other teachers/professionals?
• What are the guidelines for RtI in the district? For artic only? Language? Based on the SLP’s discretion?
•  For other SLPs/teachers on the panel especially: What do you like about this district/building?
•  If I am in more than one building, do I have dedicated space there, too?
•  Is there any money budgeted for me for this school year if I get hired?
• Will I have a district iPad? Computer?
• Will I ever be told to see students at places other than the school buildings?
• Does the district have litigation with any of the families of students who would be on my caseload?
• How will I be evaluated? How often?

Portfolio If you’re a CF applicant, the people interviewing you will have less evidence that you’re a capable applicant. This might be the time that using a portfolio of your work is especially important. A few things I’d include in that portfolio:

• IEPs and ETRs or clinical reports
• Letters of Reference
• Examples of activities you created
• Examples of Data Sheets
• Copies of thank you notes from families or students
• Examples of RtI programs
• Examples of  visuals you’ve created for students or teachers

Keep in mind that employers will be looking for professionalism, client confidentiality, and quality of work.  The market for SLPs really varies from state to state. You might have areas that really need SLPs and other areas where the market it saturated. The best advice is to use practicing SLPs you meet during practicum to learn specific details for your area. Every job I’ve ever gotten started from word of mouth. You can’t beat those resources. Have you interviewed lately? How did you find the opening? What questions were you asked? What questions did you ask?

The SLP 101 series covers topics for school based therapists. Check out these other SLP 101 Topics:

Getting Started in the Schools    ::    Learning Targets  ::    Working Folders   ::   Scheduling  ::   Welcome Letter, Attendance, Billing  ::   Interviewing  ::  Salaries  ::  Common Core

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06/23/2014 at 11:13 pm

I am interviewing for a diagnostic/evaluation position for speech and language students.

Can someone reply with possible questions and answers that may be asked in the interview process.

07/16/2014 at 10:30 pm

Thank you for this article. I just went on an interview after 4 years on child care leave. I felt like I couldn’t remember anything I did in my speech days.

07/17/2014 at 2:01 pm

I’m glad I could help! Welcome back 🙂

07/01/2015 at 9:27 am

Good day, I am going in for my very first job interview as a Speech-Language Pathology Assistant. I recently graduated with my Associates Degree. I must say I have never felt so scared. I do not know what type of questions I should expect during the interview session. Also, how to approach these questions has kept me awake all night. I could really use some help. Thank you. ~Rosslyne.

11/03/2015 at 8:51 pm

Hi! I work with many SLPs all over the country and I have pointed them to this post many times to read over before their interview with a school district. Thank you for being so thorough!

08/10/2016 at 7:09 pm

This questions are “spot on.” I was interviewed recently and I think the interviewer used these same questions. Needless to say, now that I have read the questions I am better prepared for the second interview.

01/07/2017 at 10:39 am

Wow! I came here looking for some questions that grad school interviewers may ask for the SLP masters programs and got a thorough, in-depth look of what to expect when I finish grad school and I’m ready to kickoff my career as an SLP. Scary… yet exciting! I will make sure to refer to this blog whenever I get to that point ?

[…] Targets ::   Working Folders  ::  Scheduling ::  Welcome Letter, Attendance, Billing ::  Interviewing :: Salaries :: Common […]

[…] Targets ::   Working Folders  ::  Scheduling ::  Welcome Letter, Attendance, Billing ::  Interviewing :: Salaries :: Common […]

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Speech Language Pathologist #7865.01 at San Bernardino County Superintendent of Schools (SBCSS)

Application Deadline

8/25/2023 11:55 PM Pacific

Date Posted

Number of openings, add'l salary info, length of work year, employment type, about the employer.

The San Bernardino County Superintendent of Schools office acts as an intermediate service agency between the California Department of Education and the 33 school districts in San Bernardino County to help meet the educational needs of all children county-wide. We are committed to working with our school districts, other agencies, families and the community at large by providing services, information and leadership, always with a focus on students.

Job Summary

The Speech and Language Pathologist (SLP) provides individualized educationally based speech and language therapy to students. The SLP is responsible for developing, implementing, and relating the daily activities of the students to the core curriculum. Through continuous collaboration with a variety of individuals and groups, including parents, district and county personnel and various agencies, the SLP provides for the academic, social and emotional growth of each student by using a variety of instructional strategies. The SLP continually assesses student’s progress to maximize their fullest potential. The SLP will identify and provide remedial services for students with impairments of language, speech and hearing. This position serves as a resource person to regular and special education teachers.

Requirements / Qualifications

MINIMUM QUALIFICATIONS • Possession of a bachelor’s degree earned from a regionally accredited college or university in Speech-Language Pathology, Communicative Disorder, or closely aligned field; • Possession of a valid California Speech-Language Pathology Services Credential in Language, Speech and Hearing, or the ability to obtain a waiver for the Speech-Language Pathology Services Credential; • Possession of a valid California Driver’s License.

NECESSARY MATERIALS FOR APPLICATION • Completed Ed-Join online application (incomplete applications will not be accepted); • Current Resume; • Proof of bachelor’s degree in Speech-Language Pathology, Communicative Disorder, or closely aligned field; • Copy of a valid California Services Credential authorizing service as a Speech-Language Pathologist or proof of the ability to obtain a waiver for the Speech-Language Pathology Services Credential; • Minimum of one current letter of reference (dated and signed within three years). Applicants must meet minimum qualifications and provide all necessary materials online by the deadline date for further consideration. A valid California Driver's license is required prior to start of employment.

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