Occupational Therapist - Harvard, United States - Harvard Community School District 50

Harvard Community School District 50 Harvard, United States

3 weeks ago

Description

Job Summary:

The occupational therapist is responsible for the assessment, planning, and implementation of intervention strategies for students with special needs who demonstrate deficits in sensory regulation, daily living skills, and/or the acquisition of fine, perceptual, or visual-motor skills necessary to support the achievement of educational goals and require the specific expertise of an occupational therapistThe therapist provides intervention services designed to enhance a student's potential for learning; strategies to assist the student and collaborate with educational staff to acquire functional performance skills needed to access and participate in the educational program, and improve the student's level of independent function in the school environment.

Qualifications:

An Occupational Therapist must have completed an accredited education with a Bachelor's, Master's, or Doctorate degree in Occupational Therapy, including satisfactory completion of fieldwork education requirements

Evaluation:

Performance of this job will be evaluated in accordance with provisions of the Board's policy on Evaluation of Staff.

Reports to:

Building Principal and/or Director of Special Services

Terms of Employment:

This is a 9-month position. Salary and benefits as established by the Board of Education. This position is part of the Related Service Team.

FLSA

Exempt

Duties and Responsibilities:

Identifies children (birth through age 21) through screenings and/or evaluations who have significant deficits in sensory regulation, daily living skills, and/or the acquisition of fine, perceptual, or visual-motor skills impairments.
Develops and implement each student's Individual Education Plan (IEP) and manage the individual caseload.
Provides visual interventions through Special Education and the MTSS process using a continuum of service delivery models.
Supports classroom teachers to implement each student's Individual Education Plan (IEP) as written and collaborates with colleagues to ensure appropriate modifications or accommodations.
Communicates the essential questions to clarify the learning goals for each lesson.
Configures lessons and select instructional strategies with the intent of ensuring that all students can answer a lesson's essential question by its conclusion
Assesses student progress toward objectives, expectations, and IEP goals for the purpose of providing feedback to students, parents, and administration.
Demonstrates the ability to individually assess and monitor the students' skills.
Creates and nurtures supportive, student-centered classroom communities that promote personal empowerment, academic growth, and the social-emotional well-being of all learners.
Manages student behavior for the purpose of providing a safe and optimal learning environment.
Provides students with regular opportunities to collaborate with peers, move with purpose, and experience diverse instructional strategies so that they are physically and intellectually engaged as learners.
Provides students time to interact with instructional resources and materials in a thoughtful, active manner to support their comprehension and long-term retention of information.
Allows students to take an active role in their learning by setting and monitoring individualized goals, and processing and reflecting deliberately within lessons
Incorporates cultural diversity and appreciation within the curriculum.
Uses technologies appropriately in the teaching/learning process.
Participates in a professional learning community with a variety of stakeholders including but not limited to instructional staff, other school personnel, parents, and a variety of community resources for the purpose of improving the overall quality of student outcomes, achieving established objectives in support of the school improvement plan.
Participates in a variety of meetings and professional development activities for the purpose of conveying and/or gathering information required to perform functions.
Assists with the transition from one grade level to the next.
Demonstrates the ability to work collaboratively with parents and the community.
Demonstrates a working knowledge of functional vision assessments, utilization of Braille devices, and supports transitions within the educationally setting; while supporting the transference of skills across settings including home and community.
Provides in-service (formal and informal) for mainstream teachers and other support personnel as appropriate, including suggestions for environmental modifications, preferential seating, communication, understanding of the impact of vision loss, and use of assistive technology or devices.
Understands characteristics of individuals with disabilities across the age range, including levels of severity, multiple disabilities, and their influence on development, behavior, and learning; with knowledge about the impact of language disorders, processing deficits, intellectual abilities, behavioral/emotional/social disorders, and physical (including sensory) disabilities on learning and behavior.
Performs other duties and responsibilities as determined by the principal or designee or as needs arise.

Required Knowledge, Skills, and Abilities:

Must demonstrate a record of effectiveness in their own teaching
Must have excellent planning and organization skills
Must have the ability to work collaboratively with others
Must have strong verbal communication skills
Must model a desire and willingness to continually learn

Physical Demands:

The physical demands of this position include frequent sitting and standing for extended periods of time. Dependent on class/student assignment the employee may occasionally lift, push, pull and/or move up to 50 pounds. Repetitive bending at the waist as well as kneeling, stooping, and crouching to assist students is also required. Employees may reach overhead as well as above the shoulders and horizontally.

ADA:

The employer will make reasonable accommodations in compliance with the Americans with Disabilities Act of 1990. This job description will be reviewed periodically as duties and responsibilities change with business necessities. Essential and marginal job functions are subject to modification.

This job description is intended to describe minimum qualifications and duties and responsibilities performed by employees assigned to this position and is not an exhaustive list of all duties and responsibilities. The District reserves the right to amend and change the position responsibilities to meet District needs as necessary.

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