Occupational Therapist (part-time)

Job | Posted 2 years ago
Favorite
Share
Apply
Start Date
08/08/2019
Position Areas
Specialists

Description

BRIEF DESCRIPTION
Yorkvile Community Unit School District 115 is seeking a 0.5 FTE Occupational Therapist to provide student services support.

Purpose Statement:
The role of the occupational therapist or certified occupational therapist assistant (COTA) is to provide occupational therapy services for the betterment of the academic development of students in Yorkville Community School District (Y115) system.   In order to have improved academic outcomes, the occupational therapist will need to develop effective evaluation, consultation and interventions related to individuals, subgroups and whole school population. 

Reports to:    This job reports to the Building Principal and the Director of Student Services.

Work Year:    Student Attendance

Essential Functions:

  1. Professional knowledge and application:

  • The Occupational Therapist/COTA understands the philosophical, historical, and legal foundations of special education.
  • The Occupational Therapist/COTA understands how students differ in their approaches to learning; creates learning/skill building opportunities that are adapted to diverse learners; understands planning; and designs services for adaptive and academic outcomes based on knowledge of the discipline, student, community, and curriculum goals
  • Understands current legislation, regulations, professional ethics related to issues in providing educationally relevant therapy services.
  • Understands the role of assistive technology related to improved outcomes related to communication needs.
  • Demonstrates understanding of the role of executive functioning and planning based interventions related to motor and sensory integration for students in an academic and in adaptive settings. 
  • Understands behavioral symptoms of neurological, psychiatric, motor related disabilities and the influence on development related to learning and appropriate intervention/services. 
  • Demonstrates an understanding of contemporary practices and findings related to occupational therapy or related research fields.

  1. Delivery of service and practice

  • Develops effective treatment plans and interventions for small group, whole group, and individuals related to planning, sensory and motor integration needs. 
  • Provides meaningful consultation to teachers and team members related to sensory, motor integration, planning for improved academic and adaptive outcomes.
  • Provides services for students through a preventative framework of RtI as well as those identified through 504 or IDEA.   
  • Develops observable/measurable and demonstrates progress towards goals that identify current levels of ability/performance and expected outcomes through growth, while assisting the team in clear wording to document student progress towards established benchmarks/objectives.
  • Develops short and long-range plans consistent with curriculum/personal goals, learners’ diversity, and learning theory; developed through collaboration with administration and teachers.
  • Plans and prepares for IEP and parent meetings as a collaborative team member.
  • Effectively utilizes a variety of therapy strategies for adapting or modifying the general curriculum to meet the needs of individual students. Implements strategies utilizing longitudinal, outcome-based skill levels with the identification of priorities, including social, language, academic, motoric, sensory, cognitive and vocational skills across life skill domains (i.e. domestic, recreation/leisure, vocational, and community); and uses appropriate measurement tools to assist in the assessment of strategies.
  • Applies knowledge and use of occupational therapy theories, models of practice, principles, and evidence-based practice to guide intervention decisions.
  • Creates and presents therapy activities and provides consultation suggestions that are highly relevant to students and IEP goals; follows an organized progression, and adjusts the scope and rigor of therapy sessions based upon student progress and capabilities; with consideration of age, diversity, sensory needs and medical
  •  Skillfully documents and records accurate student assessment data on an on-going basis.
  • Creates physical space for services and assessment that is highly organized and inviting; respecting aspects of organization, schedules, routines and transitions that promote development and learning.
  • Provides a routine and consistently adjusts the routine/structure to meet the needs of individual students.
  • Understands ways in which technology can assist with creating and managing the learning environment, incorporating the verbal and visual redirection and classroom expectations and provides/seeks consultation/collaboration with Assistive Technology Specialists.

  1. Collaborative Relationships

  • The Occupational Therapist/COTA understands his or her role as a professional, establishing high standards of reciprocal collaborative relationships with students, families, community and educational personnel, and provides continual leadership in development of relationship building.
  • The Occupational Therapist/COTA understands self-reflection, the importance of active participation in problem solving teams; importance of the development of programs or systems of care that support and enhance the health, social and emotional well-being, and safety of students.
  • Works collaboratively with community agencies, families and outside therapists for students when appropriate, and understands the reciprocal relationship of sharing confidential information with these individuals.
  •  Continually assesses and takes a leadership role in communicating to problem solve with staff to best meet the physical needs of students.
  • Provides leadership to support students in establishing collaborative relationships with peers, adults and development of advocating for self as to the functional skills/needs students have within the educational setting and generalization to the community.

  1. Professional Conduct, Leadership, and Professional Growth

  • The Occupational Therapist/COTA understands his or her role as a professional, maintains standards of professional conduct, and provides leadership to improve students’ learning and wellbeing.
  • The Occupational Therapist/COTA understands self-reflection, the importance of efficient data collection and manipulation; constantly pursuing professional development opportunities and researched-based supports in communication abilities.
  • Maintains highly effective data management system for monitoring student progress, including service logging; consistently reflecting upon the best practice and refining services to meet needs of individual students.
  • Utilizes resources, strategies, networks, organizations, and unique services that work with individuals with disabilities and their families regarding career, vocational, and transition support, including possible funding agencies and financial sources for secondary aged students (local, state, and federal).
  • Consistently demonstrates high professional judgment and advocates/models for others within the educational setting and community.
  • Understands the scope of his or her practice and seeks additional resources and assistance as needed to meet the individualized needs of students; seeks out professional development strategies to stay current on researched based instructional strategies, services and professional growth.
  • Provides meaningful professional development opportunities for team, school, district and or parents in order to improved academic and adaptive outcomes.

Other Functions
Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit.

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, skill, and/or ability required.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.  
 
SUPERVISION/TECHNICAL RESPONSIBILITY:
All special services administrators, teachers and related service personnel employed or contracted by the district in cooperation with building principals.

CERTIFICATES, LICENSES, & REGISTRATIONS: 
  • Appropriate completion of internship required for occupational therapy license or COTA license .
 

 

Posted By

Yorkville CUSD 115

920 Prairie Crossing Drive , Yorkville, IL 60560
 

At the following locations

Yorkville CUSD 115

602 Center Parkway , Yorkville, IL 60560



Insights
Compare with State

Amount per Student

$13,888

State Average: $13,341

% ELL Students

3%

State Average: 10%

Student Teacher Ratio

16.16

State Average: 15.71

% IEP Students

15%

State Average: 15%

FTE

754

State Average: 246