Frontline Applicant Tracking - West Fargo Public Schools

Openings as of 4/4/2025
Specialists

School Psychologist

JobID: 3632

Position Type:
  Specialists/Psychologist


Date Posted:
  4/26/2024


Location:
  District


Closing Date:
  Until Filled


  Additional Information:  Show/Hide
         
Job Description Position Title: School Psychologist Location: Multiple positions available Department: Special Education Reports To:  Director of Special Education and Building-level Principal Term: Ongoing 188-day contract beginning with the 2024-2025 school year Schedule: Mon-Fri Full-time Salary: Position follows the Teacher Salary Schedule 2023-2025. Position is grant-funded. Date of last review: April 2024
 









SUMMARY: The School Psychologist provides support to learners to help them succeed academically, socially, and emotionally. Will collaborate with educators, guardians, and other professionals to help create safe, healthy, and supportive learning environments.
 
To Apply: Please complete the application and provide a letter of interest, resume, and three letters of recommendation. Please also include your transcripts and a copy of your teaching license, if applicable.

QUALIFICATION REQUIREMENTS:  To perform this job successfully, an individual must be able to perform each essential duty and requirement satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or abilities required for the role. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
 
ESSENTIAL DUTIES AND RESPONSIBILITIES: (Other duties may be assigned)
Collaboration:
• Develops positive, effective working relationships with learners and staff.
• Utilizes effective communication skills to facilitate connection and sharing of thoughts and ideas in multiple formats with diverse audiences.
• Collaborates with outside agencies to support learners with mental health needs in the school setting.
• Promotes and collaborates on the implementation of system-wide educational initiatives such as Multi-tiered Systems of Support (MTSS), crisis de-escalation and intervention, and Positive Behavior Supports (PBS).
• • Provides consultation and coaching for classroom management and provides training on best practices in behavioral intervention and prevention at the school level based on an MTSS model. 
Communication:
• Connects and shares ideas through appropriate/applicable formats to express thoughts and ideas with integrity.
• Partners well with others to resolve controversy and conflict through respectful negotiation and accepts constructive feedback.
• Provides resources related to Special Education disabilities, eligibilities, and Special Education law for school personnel and families.
Compassion:
• Understands the complexities of cultural and global issues and how they relate to employee and learners’ experiences.
• Demonstrates knowledge of individual differences, abilities, disabilities, and other diverse student characteristics to enhance services and address potential influences related to diversity.
• Creates safe and positive school climates using researched based models of crisis prevention and preparedness
• Partners with others to resolve potential controversy and conflict through respectful discussion.
• Proactively seeks to understand the ideas, opinions, and skills of others.
Creativity:
• Connects with team members and shares ideas in an effort to improve the overall learner and employee experience.
• Proactively engages in problem-solving and focuses on planning and organization.
• Uses various data, including academic, emotional, behavioral, and psychological assessment to identify learner strengths and needs to support learning.
Critical Thinking:
• Reasons, interprets, and analyzes information to generate new knowledge and understanding.
• Employs knowledge of research design, statistics, measurement, varied data collection and analysis techniques, and program evaluation sufficient for understanding research and interpreting data in educational settings.
Reflection:
• Maintains communication with supervisor and director regarding general feedback, career advancement opportunities, and areas of growth opportunities.
Resilience:
• Maintains composure while dealing with stressful situations.
• Proactively seeks out resolutions and takes initiative to resolve knowledge gaps.
Responsibility:
• Practices in accordance with ethical, legal, and professional standards as defined by the National Association of School Psychologists (NASP).
• Uses the general framework of the NASP Practice Model across 10 domains of practice for comprehensive service provision. 
• Conducts Functional Behavior Analysis (FBAs) and develops Positive Behavior Support plans for implementation with the assistance of educators and family.
• Provides psychological evaluation and assessment for early entrance, whole, or partial grade acceleration.
 
PHYSICAL DEMANDS AND WORK ENVIRONMENT: The physical demands and work environment described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
• While performing the essential duties and responsibilities of this role, the employee is regularly required to reach with hands and arms.
• While performing the essential duties and responsibilities of this role, the employee is regularly required to stand, walk, bend, talk, and hear.
• The specific vision abilities required for this role include close and peripheral vision.
• The employee may be required to lift up to ~30 pounds.
• The employee must work with the public and various WFPS staff while simultaneously managing several competing demands.
• The employee may come in contact with bloodborne pathogens or other bodily fluids on rare occasions.
• The employee will work in an environment that has a quiet to loud noise level.
   
Education and/or Experience:
• ND Teaching License with School Psychologist Credential
• Master's Degree or Specialist's Degree in School Psychology from a National Association of School Psychology accredited institution.
• Prior experience working as a School Psychologist is preferred.
• Prior experience working in a school setting is preferred.
• Prior experience managing complex learner behaviors is preferred.
   
Language Skills:
• Ability to read, write, and comprehend simple instructions and short correspondences in the English language.
• Ability to communicate effectively verbally, expressively, and reactively.
 
Other Skills and Abilities:
• Exercise confidentiality, discretion, and good judgement.
• Adhere to the assigned work schedule by maintaining regular and punctual attendance.
 
SUPERVISORY RESPONSIBILITIES:
• None.



Attachment(s):
• WFPS - School Psychologist - 24-25 School Year.pdf



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Openings as of 4/4/2025
Specialists

School Psychologist

JobID: 3935

Position Type:
  Specialists/Psychologist


Date Posted:
  2/17/2025


Location:
  District


  Additional Information:  Show/Hide
         
Job Description Position Title: School Psychologist Location: TBD Department: Special Education Reports To: Director of Special Education and Building-level Principal Term: Ongoing 188-day contract beginning with the 2025-2026 school year Schedule: Mon-Fri Full-time Salary: Position follows the Teacher Salary Schedule 2023-2025. Position is grant-funded. The position is eligible for a grant-funded recruitment and retention stipend of up to $10,000, in addition to the salary, based on criteria established and availability of funds. More details are available upon request. Date of last review: February 2025
 
 












SUMMARY: The School Psychologist provides support to learners to help them succeed academically, socially, and emotionally. Will collaborate with educators, guardians, and other professionals to help create safe, healthy, and supportive learning environments.

To Apply: Please complete the application and provide a letter of interest, a resume, and three letters of recommendation. Please also include your transcripts and a copy of your teaching license, if applicable.

QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty and requirement satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or abilities required for the role. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
 
ESSENTIAL DUTIES AND RESPONSIBILITIES: (Other duties may be assigned)
Collaboration:
• Develops positive, effective working relationships with learners and staff.
• Utilizes effective communication skills to facilitate connection and sharing of thoughts and ideas in multiple formats with diverse audiences.
• Collaborates with outside agencies to support learners with mental health needs in the school setting.
• Promotes and collaborates on the implementation of system-wide educational initiatives such as Multi-tiered Systems of Support (MTSS), crisis de-escalation and intervention, and Positive Behavior Supports (PBS).
• Provides consultation and coaching for classroom management and provides training on best practices in behavioral intervention and prevention at the school level based on an MTSS model.
Communication:
• Connects and shares ideas through appropriate/applicable formats to express thoughts and ideas with integrity. 
• Partners well with others to resolve controversy and conflict through respectful negotiation and accepts constructive feedback.
• Provides resources related to Special Education disabilities, eligibilities, and Special Education law for school personnel and families.
Compassion:
• Understands the complexities of cultural and global issues and how they relate to employee and learners’ experiences.
• Demonstrates knowledge of individual differences, abilities, disabilities, and other diverse student characteristics to enhance services and address potential influences related to diversity.
• Creates safe and positive school climates using researched based models of crisis prevention and preparedness
• Partners with others to resolve potential controversy and conflict through respectful discussion.
• Proactively seeks to understand the ideas, opinions, and skills of others.
Creativity:
• Connects with team members and shares ideas in an effort to improve the overall learner and employee experience.
• Proactively engages in problem-solving and focuses on planning and organization.
• Uses various data, including academic, emotional, behavioral, and psychological assessment to identify learner strengths and needs to support learning.
Critical Thinking:
• Reasons, interprets, and analyzes information to generate new knowledge and understanding.
• Employs knowledge of research design, statistics, measurement, varied data collection and analysis techniques, and program evaluation sufficient for understanding research and interpreting data in educational settings.
Reflection:
• Maintains communication with supervisor and director regarding general feedback, career advancement opportunities, and areas of growth opportunities.
Resilience:
• Maintains composure while dealing with stressful situations.
• Proactively seeks out resolutions and takes initiative to resolve knowledge gaps.
Responsibility:
• Practices in accordance with ethical, legal, and professional standards as defined by the National Association of School Psychologists (NASP).
• Uses the general framework of the NASP Practice Model across 10 domains of practice for comprehensive service provision.
• Conducts Functional Behavior Analysis (FBAs) and develops Positive Behavior Support plans for implementation with the assistance of educators and family.
• Provides psychological evaluation and assessment for early entrance, whole, or partial grade acceleration.
   

PHYSICAL DEMANDS AND WORK ENVIRONMENT: The physical demands and work environment described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
• While performing the essential duties and responsibilities of this role, the employee is regularly required to reach with hands and arms.
• While performing the essential duties and responsibilities of this role, the employee is regularly required to stand, walk, bend, talk, and hear.
• The specific vision abilities required for this role include close and peripheral vision.
• The employee may be required to lift up to ~30 pounds.
• The employee must work with the public and various WFPS staff while simultaneously managing several competing demands.
• The employee may come in contact with bloodborne pathogens or other bodily fluids on rare occasions.
• The employee will work in an environment that has a quiet to loud noise level.
   
Education and/or Experience:
• ND Teaching License with School Psychologist Credential.
• Master's Degree or Specialist's Degree in School Psychology from a National Association of School Psychology accredited institution.
• Prior experience working as a School Psychologist is preferred.
• Prior experience working in a school setting is preferred.
• Prior experience managing complex learner behaviors is preferred.
   
Language Skills:
• Ability to read, write, and comprehend simple instructions and short correspondences in the English language.
• Ability to communicate effectively verbally, expressively, and reactively.
 
Other Skills and Abilities:
• Exercise confidentiality, discretion, and good judgement.
• Adhere to the assigned work schedule by maintaining regular and punctual attendance.
 
SUPERVISORY RESPONSIBILITIES:
• None.

-----
The West Fargo Public School District is committed to maintaining a learning and working environment free from discrimination and harassment in all employment and educational programs, activities, and facilities. The District prohibits discrimination and harassment based on an individual’s race, color, religion, sex, gender identity, national origin, ancestry, disability, age, or other protected status by law. External applicants are eligible for ND Veteran’s Preference: North Dakota veterans claiming preference must submit all proof of eligibility by the closing date. Proof of eligibility includes a form DD214, and if claiming disabled veteran’s status, a current letter of disability. West Fargo Public Schools is committed to diversity, equity, and inclusivity in all hiring and employment practices. Applicants who incorporate a holistic perspective and a commitment to inclusion are encouraged to apply.

 
 


Attachment(s):
• WFPS - School Psychologist - 25-26.pdf



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Openings as of 4/4/2025
Specialists

Elementary School Counselor

JobID: 3956

Position Type:
  Specialists/School Counselor


Date Posted:
  2/21/2025


Location:
  District


Closing Date:
  04/30/2025


  Additional Information:  Show/Hide
         
Job Description Position Title: School Counselor - Elementary Location: Multiple Openings Available Department: Behavioral Health & Wellness Reports To: Building-level Principal Term: Ongoing 188-day contract beginning with the 2025-2026 school year Schedule: Mon-Fri Full-time following school hours of operation Salary: Position follows the Teacher Salary Schedule 2023-2025. Position is grant-funded through 2027. Date of last review: February 2025
 












SUMMARY: The School Counselor will be responsible for the implementation of a comprehensive school counseling program that focuses on learner outcomes, teaching and reinforcing learner competencies, and providing services to learners, families, school staff, and the community. This will include lessons, providing classroom educator support, and supporting the MTSS team to meet learners' social and emotional needs. The School Counselor will work collaboratively with district administration.
 
Candidates from diverse backgrounds that reflect the many communities, identities, races, ethnicities, abilities, and cultures of the WFPS community are strongly encouraged to apply.
 
To Apply: Please complete the application and provide a letter of interest, a resume, and three letters of recommendation. Please also include your transcripts and a copy of your licensure through ESPB, if available.

QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty and requirement satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or abilities required for the role. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
 
ESSENTIAL DUTIES AND RESPONSIBILITIES: (Other duties may be assigned)
Collaboration:
• Develops positive, effective working relationships with learners and staff.
• Engages with other district staff in the professional learning community process.
Communication:
• Consults and collaborates with parents/guardians, educators, and community organizations.
• Connects and shares ideas through appropriate/applicable formats to express thoughts and ideas with integrity.
• Utilizes effective communication skills to facilitate connection and sharing of thoughts and ideas in multiple formats with diverse audiences.
• Establishes and clearly articulates procedures and routines that promote efficiency and appropriate use of time.
• Utilizes questions, discussions, and dialogue that promote critical thinking about diverse perspectives, viewpoints, and experiences.
• Connects and shares ideas through appropriate/applicable formats to express thoughts and ideas with integrity.
Compassion:
• Creates a safe and equitable classroom.
• Empowers learners to be critical thinkers, enthusiastic learners, skillful researchers, and ethical users of information.
• Understands the complexities of cultural and global issues and how they relate to employee and learners’ experiences.
• Partners with others to resolve potential controversy and conflict through respectful discussion.
• Proactively seeks to understand the ideas, opinions, and skills of others.
Creativity:
• Incorporates organizational assessments and tools that are concrete, clearly delineated and reflective of the school’s needs. Including: advisory councils, school counselor competency and program assessments, or curriculum, small-group, and closing-the-gap action plans.
• Establishes a classroom culture that values high expectations, work ethic, and a growth mindset.
• Develops and implements data/needs-driven, standards-based and research-supported programs, and engages in continuous program evaluation activities.
• Connects with team members and shares ideas in an effort to improve the overall learner and employee experience.
Critical Thinking:
• Creates a comprehensive school counseling program focusing on learner outcomes.
• Reasons, interprets, and analyzes information to generate new knowledge and understanding.
Reflection:
• Maintains communication with supervisor and director regarding general feedback, career advancement opportunities, and areas of growth opportunities.
Resilience:
• Maintains composure while dealing with stressful situations.
• Proactively seeks out resolutions and takes initiative to resolve knowledge gaps.
Responsibility:
• Instruct learner competencies and deliver with identified professional competencies.
  • ASCA Student Standards guide the development.
  • ASCA School Counselor Guidelines guide the decision-making process and help to standardize professional practice.
• Provides direct and indirect learner services.
• Seeks out and provides input on referrals for additional assistance as needed.
• Utilizes district behavioral plan as the backbone to promote positive learner behavior.
• Utilizes the district protocol for maintaining information about learner progress.
 
PHYSICAL DEMANDS AND WORK ENVIRONMENT: The physical demands and work environment described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
• While performing the essential duties and responsibilities of this role, the employee is regularly required to reach with hands and arms.
• While performing the essential duties and responsibilities of this role, the employee is regularly required to stand, walk, bend, talk, and hear.
• The specific vision abilities required for this role include close and peripheral vision.
• The employee may be required to lift up to ~30 pounds.
• The employee must work with the public and various WFPS staff while simultaneously managing several competing demands.
• The employee may come in contact with bloodborne pathogens or other bodily fluids on rare occasions.
• The employee will work in an environment that has a quiet to loud noise level.
   
Education and/or Experience:
• North Dakota Teaching License with School Counselor credential K-12.
• Master’s Degree in School Counseling.
• Experience working with complex learner behaviors is preferred.
• Experience working in an elementary school setting is preferred.
• Experience working in a school setting is preferred.
• Experience as a counselor is preferred.
   
Language Skills:
• Ability to read, write, and comprehend simple instructions and short correspondences in the English language.
• Ability to communicate effectively verbally, expressively, and reactively.
 
Other Skills and Abilities:
• Exercise confidentiality, discretion, and good judgement.
• Adhere to the assigned work schedule by maintaining regular and punctual attendance.
 
SUPERVISORY RESPONSIBILITIES:
• None.

-----
The West Fargo Public School District is committed to maintaining a learning and working environment free from discrimination and harassment in all employment and educational programs, activities, and facilities. The District prohibits discrimination and harassment based on an individual’s race, color, religion, sex, gender identity, national origin, ancestry, disability, age, or other protected status by law. External applicants are eligible for ND Veteran’s Preference: North Dakota veterans claiming preference must submit all proof of eligibility by the closing date. Proof of eligibility includes a form DD214, and if claiming disabled veteran’s status, a current letter of disability. West Fargo Public Schools is committed to diversity, equity, and inclusivity in all hiring and employment practices. Applicants who incorporate a holistic perspective and a commitment to inclusion are encouraged to apply.
 


Attachment(s):
• WFPS - School Counselor - 25-26.pdf



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Print Version

Openings as of 4/4/2025
Specialists

Secondary Counselor Intern

JobID: 3969

Position Type:
  Specialists/School Counselor


Date Posted:
  3/4/2025


Location:
  District


Closing Date:
  03/15/2025


  Additional Information:  Show/Hide
         
Job Description Position Title: Secondary School Counselor - Intern Location: District Department: Behavioral Health & Wellness Reports To: Building Principal Term: Semester-long Program Schedule: Mon-Fri following school hours of operation Salary: Positions follows the Teacher Salary Schedule 2023-2025 Date of last review: March 2025












SUMMARY: The School Counselor - Intern will be responsible for the implementation of a comprehensive school counseling program that focuses on learner outcomes, teaching and reinforcing learner competencies, and providing services to learners, families, school staff, and the community. This will include lessons, providing classroom educator support, and supporting the MTSS team to meet learners' social and emotional needs. The School Counselor – Intern will work collaboratively with district administration.
 
This position is ideal for individuals currently pursuing a career in school counseling and looking for an internship opportunity. Candidates must at least meet the qualifications for an Alternate Access License and will perform the same duties as fully licensed counselors.
 
Candidates from diverse backgrounds that reflect the many communities, identities, races, ethnicities, abilities, and cultures of the WFPS community are strongly encouraged to apply.
 
To Apply: Please complete the application and provide a letter of interest, resume, your transcripts and a copy of your licensure through ESPB, if available.
 
QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty and requirement satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or abilities required for the role. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
 
ESSENTIAL DUTIES AND RESPONSIBILITIES: (Other duties may be assigned)
Collaboration:
• Develops positive, effective working relationships with learners and staff.
• Engages with other district staff in the professional learning community process.
Communication:
• Consults and collaborates with parents/guardians, educators, and community organizations.
• Connects and shares ideas through appropriate/applicable formats to express thoughts and ideas with integrity.
• Utilizes effective communication skills to facilitate connection and sharing of thoughts and ideas in multiple formats with diverse audiences.
• Establishes and clearly articulates procedures and routines that promote efficiency and appropriate use of time.
• Clearly communicates the instructional purpose of each lesson and makes connections to prior learning.
• Engages learners in meaningful direct instruction, guided practice, and independent practice.
• Utilizes questions, discussions, and dialogue that promote critical thinking about diverse perspectives, viewpoints, and experiences.
Compassion:
• Creates a safe and equitable classroom environment.
• Empowers learners to be critical thinkers, enthusiastic learners, skillful researchers, and ethical users of information.
• Understands the complexities of cultural and global issues and how they relate to employee and learners’ experiences.
• Partners with others to resolve potential controversy and conflict through respectful discussion.
• Proactively seeks to understand the ideas, opinions, and skills of others.
Creativity:
• Incorporates organizational assessments and tools that are concrete, clearly delineated and reflective of the school’s needs. Including: advisory councils, school counselor competency and program assessments, or curriculum, small-group, and closing-the- gap action plans.
• Develops and implements data/needs-driven, standards-based and research-supported programs, and engages in continuous program evaluation activities.
• Connects with team members and shares ideas in an effort to improve the overall learner and employee experience.
• Utilizes creative, critical thinking skills when faced with challenges.
• Establishes a classroom culture that values high expectations, work ethic, and a growth mindset.
Critical Thinking:
• Creates a comprehensive school counseling program focusing on learner outcomes.
• Reasons, interprets, and analyzes information to generate new knowledge and understanding.
• Demonstrates knowledge of content and pedagogy; explicitly connecting key concepts to develop learner skills.
Reflection:
• Demonstrates understanding of the diverse social, emotional and developmental learning needs of learners.
• Maintains communication with supervisor and director regarding general feedback, career advancement opportunities, and areas of growth opportunities.
Resilience:
• Maintains composure while dealing with stressful situations.
• Proactively seeks out resolutions and takes initiative to resolve knowledge gaps.
Responsibility:
• Aligns and adheres to the below ASCA guidelines:
  • Student Standards.
  • School Counselor Guidelines.
• Provides direct and indirect learner services.
• Seeks out and provides input on referrals for additional assistance as needed.
• Utilizes district guaranteed and viable curriculum including the scope & sequence of academic and social emotional learning targets along with the defined proficiency scales.
• Plans a program of study that meets the individual needs, interests, and abilities of the learners.
• Utilizes district behavioral plans as a backbone to promote positive learner behavior.
• Fosters a safe and equitable environment.
• Utilizes the district protocol for maintaining information on learner progress.
• Utilizes knowledge of applicable federal and state laws regarding education and learners.
• Creates a classroom environment that is conducive to learning and appropriate to the maturity and interests of the learners.
• Guides the learning process toward the achievement of curriculum goals and, in harmony with the goals, establishes clear objectives for all lessons, units, projects and the like to communicate these objectives to learners.
 
PHYSICAL DEMANDS AND WORK ENVIRONMENT: The physical demands and work environment described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
• While performing the essential duties and responsibilities of this role, the employee is regularly required to reach with hands and arms.
• While performing the essential duties and responsibilities of this role, the employee is regularly required to stand, walk, bend, talk, and hear.
• The specific vision abilities required for this role include close and peripheral vision.
• The employee may be required to lift up to ~30 pounds.
• The employee must work with the public and various WFPS staff while simultaneously managing several competing demands.
• The employee may come in contact with bloodborne pathogens or other bodily fluids on rare occasions.
• The employee will work in an environment that has a quiet to loud noise level.
   
Education and/or Experience:
• North Dakota Teaching License with School Counselor credential for K-12 or the ability to obtain an Alternate Counseling Licensure.
• Must be enrolled in a master’s program for School Counseling.
• Experience working with complex learner behaviors is preferred.
• Experience working in a school setting is preferred.
• Experience working as a counselor is preferred.
Language Skills:
• Ability to read, write, and comprehend simple instructions and short correspondences in the English language.
• Ability to communicate effectively verbally, expressively, and reactively.
 
Other Skills and Abilities:
• Exercise confidentiality, discretion, and good judgement.
• Adhere to the assigned work schedule by maintaining regular and punctual attendance.
 
SUPERVISORY RESPONSIBILITIES:
• None.

-----
The West Fargo Public School District is committed to maintaining a learning and working environment free from discrimination and harassment in all employment and educational programs, activities, and facilities. The District prohibits discrimination and harassment based on an individual’s race, color, religion, sex, gender identity, national origin, ancestry, disability, age, or other protected status by law. External applicants are eligible for ND Veteran’s Preference: North Dakota veterans claiming preference must submit all proof of eligibility by the closing date. Proof of eligibility includes a form DD214, and if claiming disabled veteran’s status, a current letter of disability. West Fargo Public Schools is committed to diversity, equity, and inclusivity in all hiring and employment practices. Applicants who incorporate a holistic perspective and a commitment to inclusion are encouraged to apply.

 
 
 


Attachment(s):
• WFPS - Secondary School Counselor - Intern.pdf



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Print Version

Openings as of 4/4/2025
Specialists

High School Counselor

JobID: 4040

Position Type:
  Specialists/School Counselor


Date Posted:
  4/1/2025


Location:
  Horace High School


Closing Date:
  04/11/2025


  Additional Information:  Show/Hide
         
Job Description Position Title: School Counselor Location: Horace High School Department: Behavioral Health & Wellness Reports To: Building Principal Term: Renewing 188-day contract beginning with 2025-26 school year Schedule: Mon-Fri Full-time Salary: Positions follows the Teacher Salary Schedule 2023-2025 Date of last review: April 2025












SUMMARY: The High School Counselor promotes and upholds the ethical and professional standards and the development of a comprehensive school counseling program based on the ASCA National Model. This may include classroom lessons, individual and small group lessons, providing classroom teacher support, and supporting the MTSS team to meet students' social and emotional needs. The school counselor will be responsible for students in grades 9-12 and work collaboratively with administration.
 
To Apply: Please complete the application and provide a letter of interest, a resume, and three letters of recommendation. Please also include your transcripts and a copy of your licensure through ESPB, if available
 
QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty and requirement satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or abilities required for the role. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
 
ESSENTIAL DUTIES AND RESPONSIBILITIES: (Other duties may be assigned)
Collaboration:
• Develops positive, effective working relationships with learners and staff.
• Engages with other district staff in the professional learning community process.
Communication:
• Consults and collaborates with parents/guardians, educators, and community organizations.
• Connects and shares ideas through appropriate/applicable formats to express thoughts and ideas with integrity.
• Utilizes effective communication skills to facilitate connection and sharing of thoughts and ideas in multiple formats with diverse audiences.
• Establishes and clearly articulates procedures and routines that promote efficiency and appropriate use of time.
• Utilizes questions, discussions, and dialogue that promote critical thinking about diverse perspectives, viewpoints, and experiences.
• Connects and shares ideas through appropriate/applicable formats to express thoughts and ideas with integrity.
Compassion:
• Creates a safe and equitable classroom.
• Empowers learners to be critical thinkers, enthusiastic learners, skillful researchers, and ethical users of information.
• Understands the complexities of cultural and global issues and how they relate to employee and learners’ experiences.
• Partners with others to resolve potential controversy and conflict through respectful discussion.
• Demonstrates understanding of the diverse social, emotional and developmental learning needs of learners.
• Proactively seeks to understand the ideas, opinions, and skills of others.
Creativity:
• Incorporates organizational assessments and tools that are concrete, clearly delineated and reflective of the school’s needs. Including advisory councils, school counselor competency and program assessments, and/or curriculum, small-group, and
  closing-the-gap action plans.
• Establishes a classroom culture that values high expectations, work ethic, and a growth mindset.
• Develops and implements data/needs-driven, standards-based and research-supported programs, and engages in continuous program evaluation activities.
• Connects with team members and shares ideas in an effort to improve the overall learner and employee experience.
• Utilizes creative, critical thinking skills when faced with challenges.
Critical Thinking:
• Creates a comprehensive school counseling program focusing on learner outcomes.
• Reasons, interprets, and analyzes information to generate new knowledge and understanding.
Reflection:
• Maintains communication with supervisor and director regarding general feedback, career advancement opportunities, and areas of growth opportunities.
Resilience:
• Maintains composure while dealing with stressful situations.
• Proactively seeks out resolutions and takes initiative to resolve knowledge gaps.
Responsibility:
• Aligns and adheres to the below ASCA guidelines:
  • Student Standards.
  • School Counselor Guidelines.
• Provides direct and indirect learner services.
• Seeks out and provides input on referrals and additional assistance as needed.
• Utilizes district guaranteed and viable curriculum including the scope & sequence of academic and social emotional learning targets along with the defined proficiency scales.
• Plans a program of study that meets the individual needs, interests, and abilities of the learners.
• Utilizes district behavioral plans as a backbone to promote positive learner behavior.
• Fosters a safe and equitable learning environment.
• Utilizes the district protocol for maintaining information on learner progress.
• Utilizes knowledge of applicable federal and state laws regarding education and learners.
• Creates an environment that is conducive to learning and appropriate to the maturity and interests of the learners.
• Guides the learning process toward the achievement of curriculum goals and, in harmony with the goals, establishes clear objectives for all lessons, units, projects and the like to communicate these objectives to learners.
 
PHYSICAL DEMANDS AND WORK ENVIRONMENT: The physical demands and work environment described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
• While performing the essential duties and responsibilities of this role, the employee is regularly required to reach with hands and arms.
• While performing the essential duties and responsibilities of this role, the employee is regularly required to stand, walk, bend, talk, and hear.
• The specific vision abilities required for this role include close and peripheral vision.
• The employee may be required to lift up to ~30 pounds.
• The employee must work with the public and various WFPS staff while simultaneously managing several competing demands.
• The employee may come in contact with bloodborne pathogens or other bodily fluids on rare occasions.
• The employee will work in an environment that has a quiet to loud noise level.
   
Education and/or Experience:
• North Dakota Teaching License with School Counselor credential for K-12.
• Master’s Degree in School Counseling.
• Experience working with complex learner behaviors is preferred.
• Experience working in a middle school setting is preferred.
• Prior counseling experience is preferred.
   
Language Skills:
• Ability to read, write, and comprehend simple instructions and short correspondences in the English language.
• Ability to communicate effectively verbally, expressively, and reactively.
 
Other Skills and Abilities:
• Exercise confidentiality, discretion, and good judgement.
• Adhere to the assigned work schedule by maintaining regular and punctual attendance.
 
SUPERVISORY RESPONSIBILITIES:
• None.

-----
The West Fargo Public School District is committed to maintaining a learning and working environment free from discrimination and harassment in all employment and educational programs, activities, and facilities. The District prohibits discrimination and harassment based on an individual’s race, color, religion, sex, gender identity, national origin, ancestry, disability, age, or other protected status by law. External applicants are eligible for ND Veteran’s Preference: North Dakota veterans claiming preference must submit all proof of eligibility by the closing date. Proof of eligibility includes a form DD214, and if claiming disabled veteran’s status, a current letter of disability. West Fargo Public Schools is committed to diversity, equity, and inclusivity in all hiring and employment practices. Applicants who incorporate a holistic perspective and a commitment to inclusion are encouraged to apply.


Attachment(s):
• WFPS - High School Counselor - HHS.pdf



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Openings as of 4/4/2025
Specialists

Middle School Counselor

JobID: 4042

Position Type:
  Specialists/School Counselor


Date Posted:
  4/1/2025


Location:
  Heritage Middle School


Closing Date:
  04/15/2025


  Additional Information:  Show/Hide
         
Job Description Position Title: School Counselor Location: Heritage Middle School Department: Behavioral Health & Wellness Reports To: Building Principal Term: Renewing 188-day contract beginning with 2025-26 school year Schedule: Mon-Fri Full-time Salary: Positions follows the Teacher Salary Schedule 2023-2025 Date of last review: April 2025











SUMMARY: The Middle School Counselor promotes and upholds the ethical and professional standards and the development of a comprehensive school counseling program based on the ASCA National Model. This may include classroom lessons, individual and small group lessons, providing classroom teacher support, and supporting the MTSS team to meet students' social and emotional needs. The school counselor will be responsible for students in grades 9-12 and work collaboratively with administration.
 
To Apply: Please complete the application and provide a letter of interest, a resume, and three letters of recommendation. Please also include your transcripts and a copy of your licensure through ESPB, if available
 
QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty and requirement satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or abilities required for the role. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
 
ESSENTIAL DUTIES AND RESPONSIBILITIES: (Other duties may be assigned)
Collaboration:
• Develops positive, effective working relationships with learners and staff.
• Engages with other district staff in the professional learning community process.
Communication:
• Consults and collaborates with parents/guardians, educators, and community organizations.
• Connects and shares ideas through appropriate/applicable formats to express thoughts and ideas with integrity.
• Utilizes effective communication skills to facilitate connection and sharing of thoughts and ideas in multiple formats with diverse audiences.
• Establishes and clearly articulates procedures and routines that promote efficiency and appropriate use of time.
• Utilizes questions, discussions, and dialogue that promote critical thinking about diverse perspectives, viewpoints, and experiences.
• Connects and shares ideas through appropriate/applicable formats to express thoughts and ideas with integrity.
 
Compassion:
• Creates a safe and equitable classroom.
• Empowers learners to be critical thinkers, enthusiastic learners, skillful researchers, and ethical users of information.
• Understands the complexities of cultural and global issues and how they relate to employee and learners’ experiences.
• Partners with others to resolve potential controversy and conflict through respectful discussion.
• Demonstrates understanding of the diverse social, emotional and developmental learning needs of learners.
• Proactively seeks to understand the ideas, opinions, and skills of others.
Creativity:
• Incorporates organizational assessments and tools that are concrete, clearly delineated and reflective of the school’s needs. Including advisory councils, school counselor competency and program assessments, and/or curriculum, small-group, and
  closing-the-gap action plans.
• Establishes a classroom culture that values high expectations, work ethic, and a growth mindset.
• Develops and implements data/needs-driven, standards-based and research-supported programs, and engages in continuous program evaluation activities.
• Connects with team members and shares ideas in an effort to improve the overall learner and employee experience.
• Utilizes creative, critical thinking skills when faced with challenges.
Critical Thinking:
• Creates a comprehensive school counseling program focusing on learner outcomes.
• Reasons, interprets, and analyzes information to generate new knowledge and understanding.
Reflection:
• Maintains communication with supervisor and director regarding general feedback, career advancement opportunities, and areas of growth opportunities.
Resilience:
• Maintains composure while dealing with stressful situations.
• Proactively seeks out resolutions and takes initiative to resolve knowledge gaps.
Responsibility:
• Aligns and adheres to the below ASCA guidelines:
  • Student Standards.
  • School Counselor Guidelines.
• Provides direct and indirect learner services.
• Seeks out and provides input on referrals and additional assistance as needed.
• Utilizes district guaranteed and viable curriculum including the scope & sequence of academic and social emotional learning targets along with the defined proficiency scales.
• Plans a program of study that meets the individual needs, interests, and abilities of the learners.
• Utilizes district behavioral plans as a backbone to promote positive learner behavior.
• Fosters a safe and equitable learning environment.
• Utilizes the district protocol for maintaining information on learner progress.
• Utilizes knowledge of applicable federal and state laws regarding education and learners.
• Creates an environment that is conducive to learning and appropriate to the maturity and interests of the learners.
• Guides the learning process toward the achievement of curriculum goals and, in harmony with the goals, establishes clear objectives for all lessons, units, projects and the like to communicate these objectives to learners.
 
PHYSICAL DEMANDS AND WORK ENVIRONMENT: The physical demands and work environment described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
• While performing the essential duties and responsibilities of this role, the employee is regularly required to reach with hands and arms.
• While performing the essential duties and responsibilities of this role, the employee is regularly required to stand, walk, bend, talk, and hear.
• The specific vision abilities required for this role include close and peripheral vision.
• The employee may be required to lift up to ~30 pounds.
• The employee must work with the public and various WFPS staff while simultaneously managing several competing demands.
• The employee may come in contact with bloodborne pathogens or other bodily fluids on rare occasions.
• The employee will work in an environment that has a quiet to loud noise level.
   
Education and/or Experience:
• North Dakota Teaching License with School Counselor credential for K-12.
• Master’s Degree in School Counseling.
• Experience working with complex learner behaviors is preferred.
• Experience working in a middle school setting is preferred.
• Prior counseling experience is preferred.
   
Language Skills:
• Ability to read, write, and comprehend simple instructions and short correspondences in the English language.
• Ability to communicate effectively verbally, expressively, and reactively.
 
Other Skills and Abilities:
• Exercise confidentiality, discretion, and good judgement.
• Adhere to the assigned work schedule by maintaining regular and punctual attendance.
 
SUPERVISORY RESPONSIBILITIES:
• None

-----
The West Fargo Public School District is committed to maintaining a learning and working environment free from discrimination and harassment in all employment and educational programs, activities, and facilities. The District prohibits discrimination and harassment based on an individual’s race, color, religion, sex, gender identity, national origin, ancestry, disability, age, or other protected status by law. External applicants are eligible for ND Veteran’s Preference: North Dakota veterans claiming preference must submit all proof of eligibility by the closing date. Proof of eligibility includes a form DD214, and if claiming disabled veteran’s status, a current letter of disability. West Fargo Public Schools is committed to diversity, equity, and inclusivity in all hiring and employment practices. Applicants who incorporate a holistic perspective and a commitment to inclusion are encouraged to apply.


Attachment(s):
• WFPS - Middle School Counselor - HMS.pdf



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Openings as of 4/4/2025
Specialists

Speech and Language Pathologist

JobID: 3936

Position Type:
  Specialists/Speech and Language Pathologist


Date Posted:
  2/17/2025


Location:
  District


  Additional Information:  Show/Hide
         
Job Description Position Title: Speech Language Pathologist Location: District-wide opportunities Department: Special Education Reports To: Director of Special Education and Building-level Principal Term: Ongoing 188-day contract beginning with the 2025-2026 school year Schedule: Mon-Fri Full-time Salary: Position follows the Teacher Salary Schedule 2023-2025. Please see Summary for additional information. Date of last review: February 2025
 











SUMMARY: Utilizing leadership, advocacy, and collaboration, school-based speech-language pathologists provide prevention, assessment, and remediation services for learners who exhibit difficulties in the areas of language, speech, voice, and fluency. These services are designed to help learners meet their educational goals.
 
In addition to the salary, this position also offers a Special Education, grant-funded stipend of $10,000. The position also offers an additional $2,000/year stipend for maintaining Certificate of Clinical Competence in order to bill Medicaid.
 
To Apply: Please complete the application and provide a letter of interest, a resume, and three letters of recommendation. Please also include your transcripts and a copy of your teaching license, if applicable.

QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty and requirement satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or abilities required for the role. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
 
ESSENTIAL DUTIES AND RESPONSIBILITIES: (Other duties may be assigned)
Collaboration:
• Serves as a member of the multidisciplinary team in the referral/diagnostic process.
• Supports hearing screening program and provides input assistance when needed.
• Develops positive, effective working relationships with learners and staff.
Communication:
• Provides consulting services to guardians and educators.
• Connects and shares ideas through appropriate/applicable formats to express thoughts and ideas with integrity.
Compassion:
• Understands the complexities of cultural and global issues and how they relate to employee and learners’ experiences.
• Partners with others to resolve potential controversy and conflict through respectful discussion.
• Proactively seeks to understand the ideas, opinions, and skills of others.
Creativity:
• Connects with team members and shares ideas in an effort to improve the overall learner and employee experience.
Critical Thinking:
• Establishes a screening program for speech/language services as appropriate (i.e. articulation tracking for elementary, new referrals, three-year comprehensive reassessments).
• Performs and interprets diagnostic evaluations to determine eligibility and appropriate recommendations.
• Reasons, interprets, and analyzes information to generate new knowledge and understanding.
Reflection:
• Ensures professional growth and support is maintained.
• Maintains communication with supervisor and director regarding general feedback, career advancement opportunities, and areas of growth opportunities.
Resilience:
• Maintains composure while dealing with stressful situations.
• Proactively seeks out resolutions and takes initiative to resolve knowledge gaps.
Responsibility:
• Implements building therapy schedules.
• Provides direct/indirect therapy for identified learners.
• Provides therapy through continuous evaluation and annual updating of individual educational plans (IEPs).
• Maintains learner status through the use of charts, records, and progress reports.
• Abides by Board policies and other state and federal regulations concerning learners with disabilities.
   
PHYSICAL DEMANDS AND WORK ENVIRONMENT: The physical demands and work environment described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
• While performing the essential duties and responsibilities of this role, the employee is regularly required to reach with hands and arms.
• While performing the essential duties and responsibilities of this role, the employee is regularly required to stand, walk, bend, talk, and hear.
• The specific vision abilities required for this role include close and peripheral vision.
• The employee may be required to lift up to ~30 pounds.
• The employee must work with the public and various WFPS staff while simultaneously managing several competing demands.
• The employee may come in contact with bloodborne pathogens or other bodily fluids on rare occasions.
• The employee will work in an environment that has a quiet to loud noise level.
 
Education and/or Experience:
• ND Teaching License in the area of Speech Language Pathology.
• ND Licensure in Speech Language Pathology.
• Master’s Degree in Speech Language Pathology.
• Certificate of Clinical Competence in Speech Language Pathology (CCC-SLP).
• Prior experience working as a Speech Language Pathologist is preferred.
• Prior experience working in a school setting is preferred.
• Prior experience managing complex learner behaviors is preferred.
   
Language Skills:
• Ability to read, write, and comprehend simple instructions and short correspondences in the English language.
• Ability to communicate effectively verbally, expressively, and reactively.
 
Other Skills and Abilities:
• Exercise confidentiality, discretion, and good judgement.
• Adhere to the assigned work schedule by maintaining regular and punctual attendance.
 
SUPERVISORY RESPONSIBILITIES:
• None.

-----
The West Fargo Public School District is committed to maintaining a learning and working environment free from discrimination and harassment in all employment and educational programs, activities, and facilities. The District prohibits discrimination and harassment based on an individual’s race, color, religion, sex, gender identity, national origin, ancestry, disability, age, or other protected status by law. External applicants are eligible for ND Veteran’s Preference: North Dakota veterans claiming preference must submit all proof of eligibility by the closing date. Proof of eligibility includes a form DD214, and if claiming disabled veteran’s status, a current letter of disability. West Fargo Public Schools is committed to diversity, equity, and inclusivity in all hiring and employment practices. Applicants who incorporate a holistic perspective and a commitment to inclusion are encouraged to apply. 
 
 
 




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Openings as of 4/4/2025
Specialists

Speech and Language Pathologist - 24-25 School Year

JobID: 3637

Position Type:
  Specialists/Speech and Language Pathologist


Date Posted:
  4/26/2024


Location:
  District


Closing Date:
  Until Filled


  Additional Information:  Show/Hide
         
Job Description Position Title: Speech Language Pathologist Location: District-wide opportunities Department: Special Education Reports To: Director of Special Education and Building-level Principal Term: Ongoing 188-day contract beginning with the 2024-2025 school year Schedule: Mon-Fri Full-time Salary: Position follows the Teacher Salary Schedule 2023-2025. Please see Summary for additional information. Date of last review: April 2024
 










SUMMARY: Utilizing leadership, advocacy, and collaboration, school-based Speech-Language Pathologists provide prevention, assessment, and remediation services for learners who exhibit difficulties in the areas of language, speech, voice, and fluency. These services are designed to help learners meet their educational goals.
 
In addition to the salary, this position also offers a Special Education, grant-funded stipend of $10,000. The position also offers an additional $2,000/year stipend for maintaining Certificate of Clinical Competence in order to bill Medicaid.
 
To Apply: Please complete the application and provide a letter of interest, resume, and three letters of recommendation. Please also include your transcripts and a copy of your teaching license, if applicable.

QUALIFICATION REQUIREMENTS:  To perform this job successfully, an individual must be able to perform each essential duty and requirement satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or abilities required for the role. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
 
ESSENTIAL DUTIES AND RESPONSIBILITIES: (Other duties may be assigned)
Collaboration:
• Serves as a member of the multidisciplinary team in the referral/diagnostic process.
• Supports hearing screening program and provides input assistance when needed.
• Develops positive, effective working relationships with learners and staff.
Communication:
• Provides consulting services to guardians and educators.
• Connects and shares ideas through appropriate/applicable formats to express thoughts and ideas with integrity.
Compassion:
• Understands the complexities of cultural and global issues and how they relate to employee and learners’ experiences.
• Partners with others to resolve potential controversy and conflict through respectful discussion.
• Proactively seeks to understand the ideas, opinions, and skills of others. 
Creativity:
• Connects with team members and shares ideas in an effort to improve the overall learner and employee experience.
Critical Thinking:
• Establishes a screening program for speech/language services as appropriate (i.e. articulation tracking for elementary, new referrals, three-year comprehensive reassessments).
• Performs and interprets diagnostic evaluations to determine eligibility and appropriate recommendations.
• Reasons, interprets, and analyzes information to generate new knowledge and understanding.
Reflection:
• Ensures professional growth and support is maintained.
• Maintains communication with supervisor and director regarding general feedback, career advancement opportunities, and areas of growth opportunities.
Resilience:
• Maintains composure while dealing with stressful situations.
• Proactively seeks out resolutions and takes initiative to resolve knowledge gaps.
Responsibility:
• Implements building therapy schedules.
• Provides direct/indirect therapy for identified learners.
• Provides therapy through continuous evaluation and annual updating of individual educational plans (IEPs).
• Maintains learner status through the use of charts, records, and progress reports.
• Abides by Board policies and other state and federal regulations concerning learners with disabilities.
PHYSICAL DEMANDS AND WORK ENVIRONMENT: The physical demands and work environment described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
• While performing the essential duties and responsibilities of this role, the employee is regularly required to reach with hands and arms.
• While performing the essential duties and responsibilities of this role, the employee is regularly required to stand, walk, bend, talk, and hear.
• The specific vision abilities required for this role include close and peripheral vision. 
• The employee may be required to lift up to ~30 pounds.
• The employee must work with the public and various WFPS staff while simultaneously managing several competing demands.
• The employee may come in contact with bloodborne pathogens or other bodily fluids on rare occasions.
• The employee will work in an environment that has a quiet to loud noise level.
   
Education and/or Experience:
• ND Teaching License in the area of Speech Language Pathology.
• ND Licensure in Speech Language Pathology.
• Master’s Degree in Speech Language Pathology.
• Certificate of Clinical Competence in Speech Language Pathology (CCC-SLP).
• Prior experience working as a Speech Language Pathologist is preferred.
• Prior experience working in a school setting is preferred.
• Prior experience managing complex learner behaviors is preferred.
   
Language Skills:
• Ability to read, write, and comprehend simple instructions and short correspondences in the English language.
• Ability to communicate effectively verbally, expressively, and reactively.
 
Other Skills and Abilities:
• Exercise confidentiality, discretion, and good judgement.
• Adhere to the assigned work schedule by maintaining regular and punctual attendance.
 
SUPERVISORY RESPONSIBILITIES:
• None.

----
The West Fargo Public School District is committed to maintaining a learning and working environment free from discrimination and harassment in all employment and educational programs, activities, and facilities. The District prohibits discrimination and harassment based on an individual’s race, color, religion, sex, gender identity, national origin, ancestry, disability, age, or other protected status by law. External applicants are eligible for ND Veteran’s Preference: North Dakota veterans claiming preference must submit all proof of eligibility by the closing date. Proof of eligibility includes a form DD214, and if claiming disabled veteran’s status, a current letter of disability. West Fargo Public Schools is committed to diversity, equity, and inclusivity in all hiring and employment practices. Applicants who incorporate a holistic perspective and a commitment to inclusion are encouraged to apply.
 
 



Attachment(s):
• WFPS - Speech Language Pathologist - 24-25 School Year.pdf



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Openings as of 4/4/2025
Specialists

Speech Language Pathologist - Early Childhood Special Education

JobID: 3697

Position Type:
  Specialists/Speech and Language Pathologist


Date Posted:
  5/29/2024


Location:
  Early Childhood Center


  Additional Information:  Show/Hide
            
Job Description Position Title: Speech Language Pathologist – Early Childhood Special Education Location: Early Childhood Center Department: Special Education Reports To: Director of Special Education and Building-level Principal Term: Ongoing 188-day contract beginning with the 2024-2025 school year Schedule: Mon-Thurs Full-time – Approx. 6.5 hours/day. Salary: Position follows the Teacher Salary Schedule 2023-2025. Please see Summary for additional information. Date of last review: May 2024
 










SUMMARY: Utilizing leadership, advocacy, and collaboration, school-based Speech-Language Pathologists provide prevention, assessment, and remediation services for learners who exhibit difficulties in the areas of language, speech, voice, and fluency. These services are designed to help learners meet their educational goals.
 
In addition to the salary, this position also offers a Special Education, grant-funded stipend of $10,000. The position also offers an additional $2,000/year stipend for maintaining Certificate of Clinical Competence in order to bill Medicaid.
 
To Apply: Please complete the application and provide a letter of interest, resume, and three letters of recommendation. Please also include your transcripts and a copy of your teaching license, if applicable.

QUALIFICATION REQUIREMENTS:  To perform this job successfully, an individual must be able to perform each essential duty and requirement satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or abilities required for the role. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
 
ESSENTIAL DUTIES AND RESPONSIBILITIES: (Other duties may be assigned)
Collaboration:
• Serves as a member of the multidisciplinary team in the referral/diagnostic process.
• Supports hearing screening program and provides input assistance when needed.
• Develops positive, effective working relationships with learners and staff.
Communication:
• Provides consulting services to guardians and educators.
• Connects and shares ideas through appropriate/applicable formats to express thoughts and ideas with integrity. 
Compassion:
• Understands the complexities of cultural and global issues and how they relate to employee and learners’ experiences.
• Partners with others to resolve potential controversy and conflict through respectful discussion.
• Proactively seeks to understand the ideas, opinions, and skills of others.
Creativity:
• Connects with team members and shares ideas in an effort to improve the overall learner and employee experience.
Critical Thinking:
• Establishes a screening program for speech/language services as appropriate (i.e. articulation tracking for elementary, new referrals, three-year comprehensive reassessments).
• Performs and interprets diagnostic evaluations to determine eligibility and appropriate recommendations.
• Reasons, interprets, and analyzes information to generate new knowledge and understanding.
Reflection:
• Ensures professional growth and support is maintained.
• Maintains communication with supervisor and director regarding general feedback, career advancement opportunities, and areas of growth opportunities.
Resilience:
• Maintains composure while dealing with stressful situations.
• Proactively seeks out resolutions and takes initiative to resolve knowledge gaps.
Responsibility:
• Implements building therapy schedules.
• Provides direct/indirect therapy for identified learners.
• Provides therapy through continuous evaluation and annual updating of individual educational plans (IEPs).
• Maintains learner status through the use of charts, records, and progress reports.
• Abides by Board policies and other state and federal regulations concerning learners with disabilities.
PHYSICAL DEMANDS AND WORK ENVIRONMENT: The physical demands and work environment described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
• While performing the essential duties and responsibilities of this role, the employee is regularly required to reach with hands and arms. 
• While performing the essential duties and responsibilities of this role, the employee is regularly required to stand, walk, bend, talk, and hear.
• The specific vision abilities required for this role include close and peripheral vision.
• The employee may be required to lift up to ~30 pounds.
• The employee must work with the public and various WFPS staff while simultaneously managing several competing demands.
• The employee may come in contact with bloodborne pathogens or other bodily fluids on rare occasions.
• The employee will work in an environment that has a quiet to loud noise level.
   
Education and/or Experience:
• ND Teaching License in the area of Speech Language Pathology.
• ND Licensure in Speech Language Pathology.
• Master’s Degree in Speech Language Pathology.
• Certificate of Clinical Competence in Speech Language Pathology (CCC-SLP).
• Prior experience working as a Speech Language Pathologist is preferred.
• Prior experience working with learners ages 3-5 is preferred.
• Prior experience working in a school setting is preferred.
• Prior experience managing complex learner behaviors is preferred.
   
Language Skills:
• Ability to read, write, and comprehend simple instructions and short correspondences in the English language.
• Ability to communicate effectively verbally, expressively, and reactively.
 
Other Skills and Abilities:
• Exercise confidentiality, discretion, and good judgement.
• Adhere to the assigned work schedule by maintaining regular and punctual attendance.
 
SUPERVISORY RESPONSIBILITIES:
• None.

-----
The West Fargo Public School District is committed to maintaining a learning and working environment free from discrimination and harassment in all employment and educational programs, activities, and facilities. The District prohibits discrimination and harassment based on an individual’s race, color, religion, sex, gender identity, national origin, ancestry, disability, age, or other protected status by law. External applicants are eligible for ND Veteran’s Preference: North Dakota veterans claiming preference must submit all proof of eligibility by the closing date. Proof of eligibility includes a form DD214, and if claiming disabled veteran’s status, a current letter of disability. West Fargo Public Schools is committed to diversity, equity, and inclusivity in all hiring and employment practices. Applicants who incorporate a holistic perspective and a commitment to inclusion are encouraged to apply.
 
 
 
 


Attachment(s):
• WFPS - SLP - ECC 24-25.pdf



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