What are the responsibilities and job description for the Bulletin 1543 Long Term Substitute Occupational Therapist at the Integrated Preschool position at PreK Center?
The Braintree Public School District is looking for a long term substitute Occupational Therapist to work at the Integrated Preschool. This substitute position will last approximately 12 weeks.
We are seeking a candidate to provide quality school-based occupational therapy services, which include but is not limited to, assessment, evaluation, and screening, intervention/treatment, IEP planning, writing, and implementation, discharge planning, related documentation, and communication/collaboration between teachers, paraeducators, related service providers, families, and administrators. Services are provided in individual and group sessions in pull out and inclusive settings.
Candidates must:
- Complete an accredited Occupational Therapy program and fieldwork resulting in licensure by the Allied Board of Health in Massachusetts
- Maintain certification as an Occupational Therapist by the National Board for Certification of Occupational Therapy (NBCOT)
- Demonstrate understanding of strategies to support fine motor, regulation, sensory strategies etc. for students with autism, developmental delays, specific learning disabilities, behavior disorders, complex medical profiles, feeding disorders, etc.
- Demonstrate excellent written and oral communication skills and the ability to communicate effectively with a diverse group of colleagues, parents, families, and community members.
- Committment to serving a diverse student population.
- Dedication to on-going professional development and improvement of practice.
- Adherence to a high level of professional and ethical standards.
Responsibilities include:
- Knowledge of occupational therapy theories, models of practice, principles, and evidencebased practice
- Knowledge of sensory integration theory and practice preferred
- Knowledge of human development
- Ability to articulate the role of occupational therapy in the evaluation, intervention planning, and treatment process
- Ability to collect, present, and analyze data to inform practice and assess treatment outcomes
- Ability to analyze tasks relative to areas of academic performance and school-based activities
- Ability to recognize performance deficits in the areas of personal care, student role/interaction skills, processing skills, play, community integration, and written communication
- Skill in gathering screening and evaluation data, completing checklists, histories, and interviews
- Ability to select, adapt, and sequence relevant tasks and purposeful activities that support intervention goals
- Complete thorough evaluations in the areas of muscle tone, range of motion/mobility, orthopedic needs, movement analysis, perceptive/fine motor skills, sensory motor processing, and functional skills of daily living
- Develop and implement IEPs to meet the individual needs of the child
- Complete progress notes and billing summaries
- Maintain professional clinical competency by attending CEU in-services and workshops.
- Other duties as assigned by the building principal or administrator.
