Reformatted 8/01
Professional Teaching Standards
for
Speech-Language Pathologists
PROFESSIONAL KNOWLEDGE
SLPs/Therapists possess a strong knowledge of normal communication development and of
the impact on student learning of communication disorders in the processes of hearing,
language, and/or speech.
This is demonstrated by:

exhibiting awareness of and using current best practices and professional standards in the
fields of SLP/audiology/education.

using appropriate and effective therapeutic strategies to facilitate student learning. May
include interventions for articulation, fluency, hearing impairment, language, and voice.

using appropriate technology to enhance student communication or functioning. May
include augmentative communication, FM systems, hearing aids, computers, and other
diagnostic equipment.

maintaining appropriate reports and records. May include assessment reports, IEP forms,
Medicaid documentation, and therapy logs.
LEARNING ENVIRONMENT
SLPs/Therapists establish a supportive learning environment.
This is demonstrated by:

establishing rapport with students by demonstrating patience, acceptance, and positive
attitude.

communicating clear expectations for students’ goals, objectives and behavior.

motivating students to learn by exhibiting enthusiasm, making tasks relevant and
encouraging self-assessment.

establishing an environment that is conducive to learning considering appropriate noise
level, physical space, ventilation, lighting, privacy/confidentiality, etc.

utilizing a variety of behavior management techniques appropriate to the students’ needs and
abilities.

providing a continuum of service delivery options as appropriate for student needs. May
Speech-Language Pathologists/Hearing Therapists Standards - Page 2
include pull-out, small group, in-class, staff inservice, and/or parent education.
ASSESSMENT/REFLECTIVE PRACTICES
SLPs/Therapists are responsible for assessing children’s communication abilities and
developing reflective practices.
This is demonstrated by:

employing a variety of assessment strategies which take into account individual cognitive,
physical, emotional, and social needs. May include formal and informal evaluation;
observations; feedback from student, teachers, and/or family; data collection and information
from district frameworks/benchmarks.

qualifying students for services based on the Washington Administrative Code.

using assessment results, data, and reflection to create and modify IEP goals/objectives and
to assess student progress.

guiding students in developing self-monitoring and self-assessment skills.

participating in multidisciplinary teams to provide and interpret assessment information and
to recommend goals and program placement/modifications.

considering multicultural issues in assessment and service delivery.
FAMILY AND COMMUNITY INVOLVEMENT
SLPs/Therapists encourage connections among children, families, school, and community.
This is demonstrated by:

utilizing effective strategies to promote open, two-way communication with students,
families, and school staff. May include conferences, phone calls, written progress
reports/notes, completed work, and voice mail system.

identifying and using resources from outside the school when appropriate.

helping students/families access community resources and support when appropriate.
PROFESSIONAL COMMITMENT AND INVOLVEMENT
SLPs/Therapists are responsible for enhancing their professional development.
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Speech-Language Pathologists/Hearing Therapists Standards - Page 3
This is demonstrated by:

participating in planning and implementing professional growth and development strategies
for themselves and their colleagues.

participating as an active member of the SLP/Audiology/Educational community. May
include professional memberships, group meetings/forum participation, and attendance at
workshops, seminars, or conferences.

collaborating with colleagues and parents regarding instructional strategies, goals, and
classroom/home interventions.
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