Biweekly Jobs in Boston, MA (NOW HIRING)

Interprets evaluation data to assist others in making appropriate adaptions to instruction. Plan and implement therapeutic activities to assist special education students to benefit from their educational experiences. Works with classroom teachers to provide OT strategies for all students.

The essential functions or duties listed below are illustrations of the type of work that is performed and is not an exhaustive list of the duties performed for by this position. Other duties may be assigned.

• Designs activities that appropriately aligns with students' IEPs and implements therapy to meet IEP/504 goals; program planning and management.
• Develops and delivers services including self-help, functional mobility, environmental adaptations/adaptive equipment, positioning, motor functions, sensory processing, prevocational skills, and sensory diets to students in need.
• Consults with classroom teacher and parents as deemed necessary.
• Provides written performance and progress summaries on all students on caseload as needed.
• Plans and facilitates integrated therapy planning sessions as required.
• Maintains equipment room.

Exercises no supervision.

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or abilities required. The Superintendent may waive or modify the qualification requirements.

Knowledge of human development throughout the life span and integrates with student's unique developmental status.

Knowledge and appreciation of the influence of disabilities, socio-cultural and socioeconomic factors on student's ability to participate in occupations.

Knowledge and use of occupational therapy theories, models of practice, principles, and evidence-based practice to guide intervention decisions.

Knowledge of the federal, state, local legislation, regulations, policies and procedures that mandate and guide occupational therapy practice in schools.

Ability to gather and assess outcomes program evaluation data and to use to modify services at the programmatic level.

Ability to maintain current reporting, documentation, scheduling, and billing in accordance with professional standards, state and local guidelines, and reimbursement requirements.

Ability to determine the need for an occupational therapy evaluation and to select and administer appropriate assessment tools to evaluate the student.

Ability to interpret the evaluation data and write a comprehensive report that reflects strengths and barriers to student's participation and occupational performance.

Ability to participate collaboratively with multi-disciplinary educational teams to develop Individualized Education Programs to meet student needs.

Ability to develop occupationally-based intervention plans based on evaluation information.

Ability to provide evidence-based occupational therapy intervention to improve student's performance skills and participation.

Ability to adapt and modify environments, equipment, and materials including assistive technology.

Ability to plan, coordinate, and conduct continuing education for educational personnel, parents, and students.

Ability to use professional literature, evidence-based research, and continuing education content to make practice decisions.

Ability to provide legal and ethical supervision of occupational therapy assistants.

Excellent oral and written communication skills.

Knowledge of special education procedures to maintain appropriate confidential records.

Ability to develop effective working relationships with students, staff and the school community.

Ability to communicate clearly and concisely both in oral and written form.

Ability to perform duties with awareness of all district requirements and Board of Education policies.

Minimum of a baccalaureate degree in occupational therapy from an accredited college or university.

Valid MA DESE licensure; valid MA licensure to practice occupational therapy. COTA – per State Board.

The employee must be able to remain stationary for extended periods and occasionally move throughout the school building as needed. Regular use of hands for typing, handling objects, and operating tools is required, along with sufficient grip strength for various tasks. The role involves frequent use of a computer and standard office equipment such as a calculator, copier, and printer. The employee must be able to enter data, read from screens, and review handwritten or printed materials, with or without visual aids. Clear and effective communication with students, parents, and colleagues—both in person and over the phone—is essential. Strong visual and auditory awareness is necessary to ensure student safety and provide meaningful feedback to instructional staff.

The noise level in the work environment is usually quiet to moderate. The employee interacts with students, parents, and other staff members. The employee is directly responsible for the safety, well-being and work out-put of students.

The physical demands and work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. This job description does not constitute an employment agreement between the employer and employee, and is subject to change by the employer, as the needs of the employer and the requirements of the job change.