Sample professional standard for a speech therapist teacher in 2021

The professional standard of a speech therapist teacher determines the most important characteristics of a specialist’s activity: his job duties, the skill levels required to perform them, as well as other aspects. From the beginning of 2021, the use of professional standards is mandatory for budgetary and state-controlled organizations, but even in the private sector their use provides a number of advantages.

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Main aspects of the application of professional standards

The procedure for the development and application of professional standards is determined by the following acts:

Adopted in 2015, 122-FZ, which lists the main provisions for their use.
Articles 195.2 and 195.3 were introduced into the Labor Code on the basis of this Federal Law, which established the mandatory use of professional standards for professions whose qualification parameters are given in the current legislation.
Government Resolution No. 584 adopted in 2021, which states that professional standards are mandatory for budgetary institutions, as well as organizations that are 50% or more controlled by the state.

As can be seen, in the private sector, the application of professional standards occurs on a voluntary basis. In the business sphere they are used for:

Documenting qualification parameters (education, work experience, specialized and general skills). This allows not only to correctly screen out applicants with inappropriate qualifications, but also to require employees to undergo additional training.
Changes in the organizational structure, which are carried out by renaming positions, changes in staffing, and eliminating non-core responsibilities.
Resolving disputes with representatives of regulatory authorities (Federal Tax Service, Rostrud, etc.) during their inspections of documentation.
Introducing current changes to the organization’s documents regulating personnel relations: job descriptions, employment contracts, etc.

Attention! So far, in the field of personnel relations, all-Russian directories of professions (EKS and ETKS) remain relevant. In the future, it is planned to integrate them into a unified system of labor documentation, but for now the employer can use them along with professional standards.

Teacher documentation - speech therapy material on speech therapy

SPEECH CARD.

1. Last name, first name of the child_________________________________ 2. Age _______________

3. Date of enrollment in Art. group ____________________

4. Last name, first name, patronymic of parents

Mother_____________________________________________________________________________

Father_____________________________________________________________________________

5. Brief anamnestic data:

How was the pregnancy and childbirth?_____________________________________________

When did you scream?__________________________________________ How did physical development proceed:

began to hold his head ________________________________ sit _________________________

get up__________________________________________ walk_________________________

What diseases have you suffered over the years?________________________________________________________________

Speech development of a child: humming__________________ babbling __________________________ first words _____________________________________ speech in phrases _____________________

Was speech development interrupted (if interrupted, for what reason, how long did it last, with what consequences) ___________________________________________________

_________________________________________________________________________________

How quickly did you increase your vocabulary? ___________________________________________

6. Hearing_________________7. Vision ___________________8. Intelligence ________________

9. Speech environment and social conditions: ___________________________________________

Have you contacted a speech therapist before? How long did the classes last? ___________________________

_________________________________________________________________________________their effectiveness________________________________________________________________

How does the child himself feel about the speech defect? _______________________________________

10. General sound of speech: tempo _______________________ voice _______________________

intelligibility__________________________________________ breathing _______________________

11. Examination of the articulatory apparatus:

Tongue mobility_______________________________bite___________________________

structure of the palate ___________________________________ teeth ___________________________________

condition of the hyoid frenulum _________________________ lips _______________________

12. State of general and fine motor skills (coordination of movements, state of fine motor skills, which hand the child prefers to work with)_________________________________

_________________________________________________________________________________

13. General development of the child:

a) forward counting ____________________________________ reverse counting _______________________

counting operations: _________________________________________________________________

b) highlighting the fourth extra ___________________________________________________

14. Examination of speech understanding:

a) following instructions_______________ b) understanding the meaning of prepositions______________

c) understanding number ___________________ gender _________________ case ________________

15. Sound pronunciation.

Vowels: A ____________ U ____________ O ____________ Y ____________ E ____________

Consonants: S ___________ S' __________ Z _____________ Z' ____________ C ___________

W __________________ F ________________ Sh ___________________ H _________________

L _______________ L _____________ R _____________ R R _____________ Y ______________

Repeat the sentences:

The catfish has a mustache. ________________________________________________________________________

Zoya is drying her fur coat. ___________________________________________________________________

Zina has a yellow umbrella. ____________________________________________________________

Girls and boys jump like bunnies._______________________________________________

I clean the puppy with a brush, tickle its sides.________________________________________________

_________________________________________________________________________________

Lyuba has toothache.________________________________________________________________

There is a squirrel on the oak tree.______________________________________________________________________________

Five kittens are hungry.______________________________________________________________

Maya and Yulia sing._________________________________________________________________

The clown had a balalaika.__________________________________________________________

The cow has sharp horns._______________________________________________________________

16. Phonemic perception ___________________________________________________

a) isolating a sound from a number of sounds: ___________________________________________________

“t” - m, p, t, k, d, t, n, k, p, t________________ “p” - ta, ma, pa, ta, ka, yes, ta _________________

“k” - poppy, spider, there, house, cat, mole _________________________

b) repetition of a series of syllables and words: ___________________________________________________

ta-da-ta ____________________________ da-ta-ta ___________________________

ka-ha-ha ____________________________ ga-ha-ka ___________________________

pa-ba-pa___________________________ ba-ba-pa___________________________

cat-year-cat_______________________________________ tom-com-gnome _____________________________

tom-house-com___________________________ pop-buck-tock ______________________________

c) differentiation of sounds:__________________________________________________________

S – W _______________________ F – W __________________ S – S _____________________

S – W______________________ H – T __________________ L – R _______________________

W – F______________________ C – S _________________ H – C _______________________

C – T _____________________ P – S _________________ P – B _______________________

T – D ______________________ K – X ___________________ K – G _______________________

17. Analysis of the sound composition of a word_________________________________________________

a) highlighting the first sound in a word: ___________________________________________________

Alik ___________________ duck _______________________ city ______________________

Olya ____________________ echo _________________________ wolf _______________________

Ira ____________________ windows ___________________________ bank ______________________

b) highlighting the last sound in a word: ________________________________________________

fluff ________________ moon ______________ cat _______________ balls _________________

juice ________________ flour ______________ hands ______________ nose ___________________

18. Pronunciation of words with complex syllabic composition: _________________________________

aquarium ______________________________ fruits ___________________________________

policeman ________________________________ bicycle ________________________________

construction __________________________ cyclist _____________________________

An astronaut controls a spaceship._____________________________________________ Sasha liked the plastic boat._______________________________________________ A motorcyclist rides a motorcycle.______________________________________________________________

A hare and her babies drink tea with cookies. _______________________________________________

19. State of the dictionary______________________________________________________________

1. Subject dictionary: ____________________________________________________________

a) explanation of the meaning of words:

fridge _____________________________________________________________________

vacuum cleaner _________________________________________________________________________

b) showing and naming parts of objects:

Kettle: bottom __________________________ Chair: seat ________________________

spout _____________________________ back ________________________

cover ___________________________ legs _________________________

pen _____________________________

c) level of generalization:

Sweater, dress, shorts, skirt, tights _______________________________________________

Boots, shoes, slippers, felt boots _____________________________________________________

Saucer, frying pan, spoon, plate___________________________________________

Tomato, turnip, carrot, cabbage _____________________________________________________

Apple, peach, pear, lemon _______________________________________________________

Cat, dog, wolf, hedgehog ____________________________________________________________

Dove, duck, sparrow, crow _______________________________________________________

Wardrobe, table, chair, bedside table _______________________________________________________

Bus, train, tram, plane _______________________________________________

d) Name which ones you know?

vegetables_____________________________________________________________________
fruits ____________________________________________________________________
cloth ____________________________________________________________________
shoes ______________________________________________________________________
furniture _____________________________________________________________________
Seasons _______________________________________________________________
months _____________________________________________________________________
transport __________________________________________________________________
wild animals _____________________________________________________________
Pets _________________________________________________________
birds _____________________________________________________________________
flowers______________________________________________________________________
trees ____________________________________________________________________
mushrooms _____________________________________________________________________
berries _____________________________________________________________________
professions _________________________________________________________________

2. Dictionary of signs: ________________________________________________________________

a) selection of adjectives for nouns: ________________________________________________

lemon - which one? __________________________________________________________________

what kind of dress? ___________________________________________________________________

fox - which one? _____________________________________________________________________

b) selection of antonyms

wide ____________________ long _________________ high ___________________

cheerful _____________________ bright _________________ sick ___________________

straight _____________________ dry ____________________ cold _________________

c) formation of adjectives from nouns:

Plastic handle ___________________________ Leather bag _________________________

Matryoshka made of wood ______________________________ Glass glass _______________________

Cranberry juice _____________________________ Fur coat __________________________

d) formation of possessive adjectives: _____________________________________________

Whose tail? _____________________________ Whose head? _____________________________

3. Verb dictionary: _________________________________________________________________

a) What does it do?

cook __________________ teacher _____________________ doctor _________________

postman ______________________________________________

b) Who gives what voice?

cat _______________________ dog ____________ goose ______________________

duck __________________________ rooster ___________________ mouse _____________________

cow _______________________ frog _________________ pig ____________________

20. Examination of the grammatical structure of speech: _____________________________________

a) formation of the plural of nouns and the genitive case of plural nouns:

	plural of im.pad.	plural of birth.pad.
chair
bucket
sparrow
house
bee
ear
duckling
window

b) formation of a diminutive form:

house______________________ Christmas tree ______________________ Zhenya _______________________

chair____________________ mushroom _______________________ Kostya ______________________

c) agreement of nouns with numerals:

— 1 — ear	— 2 —	— 5 —
tomato
chair
pen

e) Who has whose cub?

in a cat __________________ in a dog __________________ in a pig ___________________

for a bear ___________________ for a hare ___________________ for a fox_____________________

in a cow ___________________ in a horse __________________ in a sheep_____________________

in a mouse ____________________ in a frog _________________ in a chicken __________________

f) prepositional-case forms: _____________________________________________________

21. Examination of coherent speech:__________________________________________________________

a) compiling a story based on the picture________________________________________________________________

_________________________________________________________________________________

b) compiling a story based on a series of paintings _____________________________________________

_________________________________________________________________________________

22. Speech therapy conclusion: ___________________________________________________

_________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________________

"____" _____________________ 20__

Speech therapist teacher at Burmakinskaya Secondary School No. 2 (kindergarten groups)/____________________/

Nuances of the professional standard of a speech therapist teacher

Among the current documents, professional standard 01.002, which describes the characteristics of a teacher-psychologist, is closest to the position of a speech therapist teacher. It includes four parts.

The introductory part is devoted to the general characteristics of the profession. The groups and type of activity according to the codes of the OKVED and OKZ reference books are given, and professional goals are also described.

The second part describes in general form the two main job functions and their 12 components. The main ones include supporting the educational process and providing professional assistance to students with difficulties in mastering the material. The components include, for example, counseling students, their specialized diagnostics, etc.

The third part is devoted to a more detailed explanation of the main labor functions and their components. This description contains:

Origin of the function and listing of positions of specialists ready to perform it.
Requirements for their level of education and experience.
Additional criteria for their admission to work (no criminal record, successfully passed a medical examination, etc.).

Each component of the work function is described below. Specific actions and the knowledge and skills required for them are listed. Thus, correctional work with students includes:

Labor activities: maintaining specialized documentation, developing plans, etc.
Practical skills in the areas of developing correction programs, conducting classes with students, etc.
Theoretical knowledge in the areas of modern popular theories, practices of applying methods of working with students and other professional aspects.

The fourth part lists those responsible for developing the document.

Attention! As you can see, these sections do not address many aspects of a specialist’s activities: his rights, the procedure for hiring and replacement, criteria for liability for violations, etc. To describe these points, it is recommended to use job descriptions, employment contracts and other documentation.

Documentation and long-term plans for correctional pedagogical work

Annual work plan for the 2012-2013 academic year.

Annual plan for speech correction work for the 2013–2014 academic year

Annual report on the work of a speech therapist teacher for the 2013–2014 academic year

Annual work plan at the speech therapy center of the MBOU DOD TsDOD School of Early Development "Preschool" for the 2013-2014 academic year

Logopoint documentation

Speech therapist documents for children in preschool educational institutions

Documentation in a preschool educational institution

Individual logopath support card

Individual correctional and developmental program for a child

Individual route of correctional and developmental work with a child

Individual work plan for sound pronunciation correction

Map of the dynamics of development of preschool educational institutions

Speech therapy examination of children

Methodical atlas of speech therapy room

Report on the work done in the 2012-2013 academic year in the speech therapy group

Evaluation of the results of defectological examination of children

Long-term planning for overcoming ODD in first grade (1st period).

Long-term planning of work with first-graders to overcome General Speech Underdevelopment (GSD) at the school speech center.

Passport of the speech therapy office

Long-term plan for working with children of the 5th year of life with ODD

Long-term planning of work with parents

Advance planning for parent consultations

Long-term plan for correctional and pedagogical work for September-November

Long-term plan for correctional and pedagogical work for December-February

Long-term plan for correctional and pedagogical work for March-May

Plan for work between teachers and parents in a secondary school

Planning in 1st grade, pronunciation of whistling sounds

Planning in 1st grade, pronunciation of hissing sounds

Planning in 3rd grade, pronunciation of sonorous sounds (P)

Regulations on the speech therapy room

Protocol for examining the level of speech development

Speech card for children with SDD studying in a speech center

Speech card for children with FFDD, FFDD studying in a speech center

Certificate of speech therapy examination of first-graders for the 2013-2014 academic year

Thematic plan for correctional and speech therapy work with children

Thematic planning of correctional classes in 1st grade. General speech underdevelopment.

Cyclogram of the work of preschool educational institutions for the 2013-2014 academic year

Electronic attendance register in correctional and developmental activities

Application of the professional standard in practice

The introduction of professional standards into office work practice is based on a certain algorithm:

Studying the industry characteristics of the employer’s activities using OKVED codes.
Analysis of available positions and the range of responsibilities performed by current specialists. This analysis is based on the staffing table, job descriptions and other personnel documentation.
Studying existing professional standards that suit the profile of the organization and its employees.
Changing labor documentation based on the provisions of the found professional standards, as well as relevant sections of the EKS and ETKS.
Carrying out the necessary changes in the organizational structure of the organization (redistribution of responsibilities, introduction of new positions, etc.).

After completing a set of these measures, based on the changes made, the employer receives the opportunity to:

Present qualified requirements to candidates for positions.
Oblige existing employees to improve their professional level to acquire the necessary skills and abilities.
Offer low-skilled employees to move to less significant positions using Article 72.1 of the Labor Code of the Russian Federation.

Attention! If the organization employs many employees in various positions, then it is recommended that the implementation of professional standards be carried out on the basis of regulations that establish responsible persons, the procedure for implementation, deadlines and other parameters.

Sample job description for a speech therapist

General section

A candidate for the position of speech therapist must meet the following criteria:
successfully completed medical examination;
work experience in the profile of at least one year.
The speech therapist reports to the head of the institution.
A speech therapist is accepted into his position, as well as dismissed from it, by order of the head of the institution.
In the absence of a speech therapist (vacation, treatment, etc.), his functions are transferred for a certain period of time to another specialist determined by the head of the institution.
A specialist in this position must understand:
industry rules, including ethics;
standards of interaction with visitors, including in terms of receiving and processing information from patients with speech impairments;
analysis of data on visitors based on relevant medical documents;
methods of diagnosis when working with specialized visitors;
methods for drawing up individual recommendations for correcting identified defects;
age and gender characteristics of visitors that influence their speech;
methods of interaction in work on visitors with other specialists;
standards for working with relevant documentation;
theoretical and practical standards of defectology;
methods of prevention and correction of speech defects;
technical and fire safety standards;
sanitary and hygienic standards.
The speech therapist is guided by:
industry regulations;
documents of the institution;
the contents of this instruction.

Functions

The speech therapist is responsible for the following range of tasks:

Consulting visitors, as well as their legal representatives, within their competence.
Filling out the necessary profile documentation.
Collaborate with other professionals to assist visitors.
Receiving and processing information on patients.
Establishing and maintaining contacts with patients who have speech problems.
Conducting primary and secondary examinations of visitors, as well as referring them to other specialists for in-depth research.
Making a diagnosis for visitors, justifying it and documenting it.
Identification of factors influencing defects in patients.
Selection and justification of rehabilitation measures, as well as their possible adjustment if necessary.
Compliance with labor protection, sanitation, and fire safety standards in your premises.
High-quality use of protective clothing and tools provided by the institution.

Responsibility

A speech therapist may be responsible in the following situations:

For material damage received by the employer through his fault - within the limits given in the relevant legislation.
For improper performance of one’s duties - within the limits specified in the relevant articles of labor legislation.
For violations of current regulations and laws committed during the performance of core functions - within the limits set forth in the relevant articles of current legislation.

Rights

The speech therapist is endowed with the following set of rights:

Propose measures on possible ways to improve labor procedures within the boundaries of their responsibility.
Participate in meetings of the institution’s labor staff.
Require management to create and maintain conditions necessary for the quality performance of professional duties.
Get acquainted with draft documents affecting the scope of professional activity.
Receive from other employees of the institution data required in their work activities.

Working conditions

Features of the work activity of a speech therapist are as follows:

A specialist can be involved in work on holidays and weekends, receiving appropriate additional payments from the employer.
A specialist must undergo specialized advanced training courses (at least once every five years).
A specialist can go to congresses and conferences in his field of study in the manner specified in the relevant documents of the institution.
During the period of work, the specialist is provided with special clothing and the necessary tools at the expense of the institution.
The specialist undergoes regular medical examinations in the manner prescribed in the relevant documents of the institution.
The specialist undergoes regular re-certification in the manner specified in the institution’s documents.

Key points in drawing up instructions

The domestic regulatory framework does not specify the parameters for creating instructions. Therefore, when writing it, employers focus on adapting standard instructions for their needs, in accordance with the principles of office work. These samples are available in two versions: standard and extended.

Mandatory parts of the standard instructions:

Common parameters.
Professional features.
Potential Liability.
Job opportunities.

This type of instruction is used for most workers, especially in small and medium-sized organizations. In large institutions, as well as when writing instructions for management-level employees, an extended version is used. It adds to the standard sections:

Features of work activity.
Rules for performance assessment (KPI).
Parameters of job interactions.
Instruction conversion order.

The expanded format allows you to formalize a larger number of labor parameters. The price for this is a reduction in the flexibility of labor relations.

Basic provisions

The introductory part lists the requirements for the candidate’s qualifications, the parameters of his personnel interactions (the procedure for hiring, dismissal, replacement), and the provisions that he should focus on in his work.

The main role is played by the required skills, which are required to ensure that the functions given in the next section are performed at a high level. And criteria based on experience and education make it possible to screen out candidates with an insufficient level of training.

Attention! Job descriptions can be drawn up either in a standard manner or individually. In the first case, the instructions are suitable for any specialist in a certain position, and in the second, they are written for a specific highly qualified worker.

Functions

This part describes the responsibilities assigned to the specialist. There are several conditional groups of these responsibilities:

The main ones are typical for the profession of any employer.
Auxiliary - complement the main functions; their scope and complexity depend on the policies and characteristics of the employing organization.
Basic - included in instructions for any profession: compliance with fire and technical safety standards, labor discipline, etc.

If an employer provides an employee with any valuables (tools, clothes for work, etc.), then the need to treat them with care is specifically mentioned.

Responsibility

This part is reserved for listing possible violations and penalties. Since responsibility is built on the basis of current legislation, the scope and diversity of which take it beyond the scope of the instructions, the section is compiled in a truncated form, with a small amount of specifics.

Rights

The section describes rights additional to those already granted to the employee in Art. 21 TK. As a general rule, the greater the responsibility of an employee, the greater the opportunities he has.

Working conditions

This section is added if the employer wants to identify some specific features in work activity. Traditionally, this includes additional benefits: training at the expense of the employer, free branded clothing, etc. If the work involves a non-standard work schedule, then this point is stated in this section.

Before being put into effect, the instruction must go through a number of approval stages:

The initially drafted version is shown to a lawyer specializing in labor law and the head of the personnel department.
The version with their edits is agreed upon with relevant specialists in the area for which the instructions are being drawn up.
The final version is printed on company letterhead, including official attributes (date of compilation, details of the organization, etc.), and sent for signature to those persons who approved its content.
At the final stage, signatures are placed by the head of the employing organization and the employee for whom the instructions were written.

Attention! The employee has the right to request from the HR department his copy of the instruction, which can be issued in paper or electronic format. In the second option, personal information is first deleted from it.