Overview
Evaluate and provide appropriate physical therapy services to assigned children. Participate in planning meetings in terms of children’s needs. Communicate appropriately to families and other professional staff of assigned children. May be required to attend evening meetings.
Responsibilities
Primary duties and responsibilities include but not limited to:
STANDARD 1: Professional Duties
Implement activities and therapeutic goals for facilitation of motor control and developmental skills, including upper/lower extremity functioning as indicated on assigned children’s IEPs.
Provide services as required on IEP (example: group, individual, push-in, pull-out).
Assess student needs through a variety of formal and informal measures.
Demonstrate knowledge of job responsibilities.
Develop and implement appropriate goals, objectives, and strategies for intervention as per child’s IEP or to develop the IEP.
Complete and maintain all required paperwork in an appropriate and timely manner.
Participate in conferences, including parent and team meetings, as assigned.
Maintain appropriate professional standards in interactions with families.
Demonstrate the ability to be an effective member of an interdisciplinary team.
Demonstrate the ability to recognize problems that occur and report them immediately.
Demonstrate flexibility and be readily adaptable to change.
Perform appropriate and effective treatment activities.
Demonstrate effective time management.
Impart information regarding child’s function and progress.
Inform classroom staff and team members of each child’s priority goals to be carried over into the classroom activities.
Follow up on concerns raised by team members.
Update IEP goals.
Outline (demonstrate when necessary) individualized strategies used to obtain objectives.
Integrate information and strategies offered by team members and other professionals.
STANDARD 2: Therapy Environment Management
Responsible for health and safety of children during therapy sessions.
Responsible for the safety of all children during the school day.
Maintain a healthy, safe and attractive environment.
STANDARD 3: Professional Behavior
Conduct self at all times in a professional manner.
Adhere to program-specific policies and procedures.
Perform other duties, as assigned.
STANDARD 4: Professional Development
Participate in program-required in-services and act in an appropriate manner.
Participate in activities and seek support to enhance knowledge in areas pertinent to children in assigned class and program.
Attend and participate in supervision and implement recommendations appropriately.
STANDARD 5: Adhere to general policies of the organization/regulators, including:
Corporate Compliance.
Code of Ethical Conduct.
Departmental in-service education program requirements.
Job related self-development education activities.
Quality Improvement activities.
Policies and procedures (attendance, punctuality, appearance, professional attitude, etc.)
Regulatory requirements.
Emergency/disaster preparedness protocols.
Fire prevention and safety protocols.
Infection control practices and procedures.
Annual physical examination and Mantoux testing.
STANDARD 6: Perform other related duties, as required:
Demonstrate understanding of the needs of students and visitors for each specific age group.
Address the special needs of each age group served.
Address safety and psychological needs of the special age groups, as appropriate, in the performance of work activities.
Address the needs of special groups, hearing impaired, physically challenged, and various issues relating to the program and facility.
Assist in making reasonable accommodations for the hearing impaired, physically challenged, or any other child that may enter the facility.
Maintain child and family confidentiality.
Be consistently courteous and considerate, in person and on the telephone, in interactions with children and others, such as family, visitors, vendors, and other employees.
Exhibit the “At Your Service” attitude, i.e. smile, use positive eye contact and be friendly, open and approachable.
Respond quickly to children and/or parent/guardian’s request, refer to appropriate member of the care team if necessary and inform supervisor of actions taken.
Promote positive co-worker relationships, teamwork and cooperation.
Work collaboratively and be respectful of others.
Take individual responsibility for providing outstanding service quality.
STANDARD 7: Supervision
Accept and apply supervision constructively.
Review and follow up on supervisory issues.
Offer constructive feedback effectively.
Qualifications
Knowledge of anatomy, neuro-motor development and developmental psychology as normally acquired through completion of an accredited Physical Therapy program. Bachelor's Degree, Master's Degree or entry level Doctorate Degree in Physical Therapy, from a program approved by the New York State Department of Education, is required.
Must be a registered physical therapist. Minimum one (1) year related work experience working with preschool and school age special needs population to ensure a working knowledge of assessment and treatment through therapy activities in an educational setting.
*Physical aspects may include, but are not limited to: lifting and transferring of a student.
