Coordinator IV, Speech Language Pathologists, Evaluations, and Related Services

Coordinator IV, Speech Language Pathologists, Evaluations, and Related Services

Reports to: Director � Compliance, Evaluation, and Related Services
PC #: 24264
Pay Grade: 305
Salary Range: $90,225 - $108,704
Exempt

Position Purpose

The Coordinator IV, Speech Language Pathologists, Evaluations, and Related Services is responsible for supporting the implementation, quality, and compliance of speech-language services across the district. This role ensures that students receive timely, evidence-based speech-language services aligned to individualized needs, IEP requirements, and district expectations, while maintaining consistency and fidelity of service delivery across campuses.

Under the direction of the Director of Compliance, Evaluation, and Related Services, the Coordinator provides high-quality performance management and supervision of Speech-Language Pathologists to ensure effective service delivery, strong caseload management, adherence to service timelines, and consistent documentation practices. The role is responsible for fostering a high-performance culture grounded in accountability, continuous improvement, and student outcomes. The Coordinator monitors program effectiveness, provides targeted coaching and professional learning, and collaborates with campus leadership and district teams to ensure speech-language services are delivered with fidelity, aligned to instructional priorities, and result in improved outcomes for students.

ESSENTIAL JOB FUNCTIONS

• Supports the implementation, quality, and compliance of speech-language services across the district, ensuring students receive timely, evidence-based services aligned to individualized needs, IEP requirements, and district expectations.
• Provides performance management and supervision of Speech-Language Pathologists to ensure high-quality service delivery, effective caseload management, adherence to service timelines, and consistent, accurate documentation practices.
• Fosters and maintains a high-performance culture among Speech-Language Pathologists grounded in accountability, continuous improvement, and student outcomes.
• Monitors service delivery practices, including service fidelity, caseload distribution, and documentation quality, to ensure equitable and effective services across campuses.
• Provides targeted coaching, feedback, and support to Speech-Language Pathologists based on observation of practice, review of service delivery, and analysis of performance data to drive continuous improvement.
• Supports the implementation of district appraisal and evaluation processes by providing performance-related input, identifying areas of growth, and contributing to professional development and corrective action planning as needed.
• Monitors and analyzes caseload data, student progress, service delivery metrics, and program outcomes to evaluate the effectiveness of speech-language services and identify trends, strengths, and areas for improvement.
• Reviews service documentation, progress reports, and related records to ensure timely, accurate, and high-quality implementation of IEP services in alignment with all requirements.
• Supports continuous improvement of the Speech-Language Pathology program by identifying gaps, recommending adjustments, and ensuring alignment to district expectations for quality, consistency, and efficiency.
• Prepares reports and provides regular updates to Specialized Learning and Curriculum & Instruction leadership regarding program implementation, staffing trends, service delivery effectiveness, and student outcomes.
• Collaborates with campus administrators to support effective scheduling, service delivery models, and integration of speech-language services within instructional settings to maximize student access and impact.
• Works in partnership with Specialized Learning teams, inclusion support staff, and Curriculum & Instruction departments to align speech-language services with instructional priorities and student needs.
• Serves as a district resource to parents, educators, and administrators regarding speech-language services, program expectations, and best practices.
• Partners with Talent Management, compliance, and related services teams to support recruitment, onboarding, staffing alignment, and retention of Speech-Language Pathologists.
• Identifies professional learning needs based on performance data, program trends, and evolving best practices to strengthen service delivery across the district.
• Designs and delivers professional learning aligned to evidence-based speech-language pathology practices, district priorities, and compliance expectations.
• Supports onboarding, mentoring, and ongoing development of Speech-Language Pathologists to ensure consistency, quality, and alignment of practice across campuses.
• Communicates current research, program updates, and best practices to strengthen staff expertise and improve service delivery outcomes.
• Supports district and campus compliance with all federal, state, and district requirements related to speech-language services.
• Monitors adherence to IEP requirements, service delivery timelines, and documentation standards, ensuring alignment with all expectations and requirements.
• Assists campuses and staff in addressing compliance concerns and implementing corrective actions related to speech-language services.
• Collaborates with Specialized Learning leadership to ensure speech-language services align with Least Restrictive Environment (LRE) principles and overall district compliance priorities.
• Demonstrates flexibility in scheduling and availability, including extended or adjusted work hours during peak service delivery periods, evaluation and compliance timelines, and critical reporting cycles, to ensure timely, accurate, and high-quality execution of responsibilities.

Personal Work Relationships

• All Fort Worth ISD employees must maintain a commitment to the District's mission, vision, and strategic goals.
• Exhibits high professionalism, standards of conduct and work ethic.
• Demonstrates high quality customer service; builds rapport/relationship with the consumer.
• Demonstrates cultural competence in interactions with others; is respectful of co-workers; communicates and acts as a team player; promotes teamwork; responds and acts appropriately in confrontational situations.

Other Duties as Assigned

• Performs all job-related duties as assigned and in accordance with the Board rules, policies and regulations. All employees are expected to comply with lawful directives in rare situations driven by need where a team effort is required.

Knowledge, Skills & Abilities

• Knowledge of evidence-based speech-language pathology practices and service delivery models that support student communication development and access to instruction.
• Knowledge of IEP development and implementation, including alignment of speech-language services to individualized student needs, goals, and progress monitoring expectations.
• Knowledge of caseload management, service delivery scheduling, and best practices for ensuring timely, equitable, and effective service provision across multiple campuses.
• Knowledge of federal, state, and district requirements related to speech-language services, including service delivery timelines, documentation standards, and Least Restrictive Environment (LRE) expectations.
• Knowledge of data-driven decision-making, including strong data literacy to analyze caseload data, student progress, and service delivery metrics to identify gaps and support targeted improvement plans.
• Knowledge of program monitoring and evaluation practices to assess service quality, consistency, and overall effectiveness of speech-language services.
• Skill in supervising and managing Speech-Language Pathologists, including setting clear expectations, monitoring performance, providing actionable feedback, and ensuring accountability for results.
• Skill in fostering a high-performance culture focused on service quality, continuous improvement, and positive student outcomes.
• Skill in coaching and developing staff through observation of practice, feedback, and targeted professional support to improve service delivery.
• Skill in analyzing and interpreting data to identify trends, evaluate program effectiveness, and drive improvements in service delivery and student outcomes.
• Skill in organizing and managing multiple priorities, including caseload oversight, compliance timelines, and program implementation across campuses.
• Skill in designing and delivering professional learning aligned to evidence-based practices, district priorities, and compliance expectations.
• Skill in collaborating effectively with campus leadership, Specialized Learning teams, Curriculum & Instruction departments, and Talent Management to ensure alignment and coherence of services.
• Skill in clear and effective communication, both oral and written, to convey expectations, provide feedback, and support stakeholders, including staff, administrators, and families.
• Ability to apply policies, procedures, and regulatory requirements in practical settings to ensure compliance while maintaining a focus on service quality and student outcomes.
• Ability to build and maintain strong working relationships that support collaboration, trust, and consistent implementation across campuses.
• Ability to manage competing priorities and timelines in fast-paced environments while maintaining accuracy, responsiveness, and attention to detail.
• Ability to engage in continuous professional learning and reflect on practice to improve effectiveness.

Travel Requirements

• Travels to school district buildings, community-based sites, and professional meetings as required.
• Additional travel requirements might be assigned as appropriate to meet the demands of the job

Physical & Mental Demands, Work Hazards

• Tools/Equipment Used: Standard office equipment, including computer and peripherals; standard instructional equipment.
• Posture: Moderate standing; occasional stooping, squatting, kneeling, bending, pushing/pulling, and twisting.
• Motion: Frequent repetitive hand motions, including keyboarding and use of mouse; occasional reaching; moderate walking.
• Lifting: Regular: Regular light lifting and carrying (less than 40 pounds); may lift and move textbooks and classroom equipment; may also be required to pick up and/or restrain students as needed; may be required to lift and transfer students to and from wheelchair or assist with positioning of students with disabilities.
• Environment: Works inside and outside (exposure to sun, heat, cold, and inclement weather); exposure to noise; may require occasional irregular and/or prolonged hours; regular districtwide travel to student homes; this position may involve rare exposure to blood or body fluids.
• Attendance: Regular and punctual attendance at the worksite is required for this position.
• Mental Demands: Maintains emotional control under stress; works with frequent interruptions.
• Hazards: May be subject to adverse and hazardous working conditions, including violent and armed confrontations; ability to control sudden violent or extreme physical acts of others and exhibit rapid mental and muscular coordination simultaneously.

Minimum Required Qualifications

• Education:
  • Bachelor's degree required.
  • Master's degree in Education or related field preferred.
    
     
• Certification/License: :
  • Valid Texas Teaching Certificate preferred
  • Valid Texas Special Education Teaching Certificate preferred
  • Licensed by the Texas Department of Licensing and Regulation (TDLR) Committee of Examiners of Speech-Language Pathology and Audiology as a Speech-Language Pathologist required

• Experience:
  • Minimum of 3 years of experience providing evaluation and related services to students with disabilities required.
  • Demonstrated, verifiable track record of improving student outcomes through effective service delivery and use of evidence-based practices required.
  • Experience managing caseloads, service delivery schedules, and documentation aligned to IEP requirements and service timelines required.
  • Experience using student data and service delivery metrics to identify gaps, monitor progress, and inform adjustments to practice preferred.
  • Experience supporting or collaborating with campus teams to align evaluation and related services with student needs and instructional priorities preferred.
  • Experience working in a large, urban school district or with diverse student populations preferred.

This document is intended to describe the general nature and level of work being performed by people assigned to this job and is not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.