TYPE OF POSITION: Part-Time (0.6); 2024-2025 school year

LOCATION: District-wide, based at Aitken Elementary School

AREA OF CONSIDERATION: All qualified candidates

REPORTS TO: Director of Student Services and Building Principal

The Occupational Therapist is a highly qualified individual who is responsible for the instruction, evaluation, coordination and regulatory compliance for special education students. Salary commensurate with experience and education, as set forth in the agreement between the Seekonk School Department and the Seekonk Educators Association. The Occupational Therapist identifies students with fine motor, sensory integration, visual motor, and adaptive delays and disabilities and plans and implements appropriate treatment to minimize the adverse impact on the student’s success. The Occupational Therapist recommends and implements individual educational plans and interventions within the school setting and accommodates student’s learning needs as outlined in students’ Individualized Education Programs (IEPs). The Occupational Therapist works collaboratively with the Martin School Psychologist and Building Principal, reports to the principal, and may direct a Certified Occupational Therapist Assistant (COTA).

QUALIFICATIONS

To be considered qualified for this position, candidates must minimally have the following:

1. Preference given to applicants with experience in working with preschool and early childhood populations in self-contained settings.
2. Has excellent interpersonal and teaching skills, including a basic understanding of positive behavioral supports/interventions.
3. Experience working with students with a variety of developmental disabilities, including but not limited to Autism Spectrum Disorders.
4. Extensive background in sensory integration assessments and strategies.
5. Licensed and registered. Master’s degree.
6. Demonstrates knowledge of an in-depth understanding of curriculum development, instruction, assessment, and technology integration.
7. Has excellent interpersonal and teaching skills, including a basic understanding of positive behavioral supports/interventions.
8. Experience working with students with a variety of developmental disabilities, including but not limited to Autism Spectrum Disorders.
9. Commitment to remain current in content knowledge and teaching strategies.
10. Ability to relate well and coach with students, colleagues, parents, and staff.
11. Experience teaching elementary students with disabilities.
12. Experience teaching students with developmental delays and disabilities (including but not limited to Autism Spectrum Disorder)
13. Knowledge of Core Curriculum Frameworks, co-teaching and experience working with students with a variety of disabilities including social-emotional challenges.
14. Ability to facilitate, monitor and modify programming in order to positively impact student achievement and personal functioning.

RESPONSIBILITIES & ESSENTIAL FUNCTIONS which include but are not limited to:

1. Coordinates meetings and processes for eligible students (e.g. testing/screening, IEPs, parent conferences, transition meetings, RtI Interventions, etc.)
2. Collaborates with a variety of groups and/or individuals (e.g. Early Intervention providers, parents, teachers, physicians, administration, community providers, families, and team members) for the purpose of communicating information, resolving issues, providing data collected, and providing services in compliance with established guidelines.
3. Implements evidence-based direct occupational therapy intervention in a variety of settings, adhering to the requirement of providing services in the least restrictive environment and provides instructional support and consultation to various school providers regarding implementation of prescribed school based plans to foster participation in school, including classroom accommodations, sensory integration, and the use of adaptive strategies/technology.
4. Instructs eligible students in the use of appropriate technologies for the purpose of improving access to and participation in the school environment in accordance with established Massachusetts guidelines and legal requirements.
5. Assessment of factors that contribute to participation within the school environment, including the student’s performance of tasks (or ability to perform tasks), the activity demands, and the environmental context.
6. Collaboration and communication with student’s family and other members of the student’s educational team.
7. Collaborative participation in team meetings relevant to supporting the student with identified special needs within the school or community environment (IEP or 504Plan). This includes participation in the decision making process for determination of educational need, options for service delivery, and for termination of services.
8. Provision of training to members of the student’s educational team for implementation and/or carryover of student programs
9. Documentation, including instructional support/pre-referral and referral activities, evaluation reports, intervention notes, progress notes, consultation notes, and summaries for IEP meetings.
10. Participation in the decision-making process and implementation for use of assistive technology and augmentative communication.

1. Supervision of certified occupational therapy assistants
2. Supervision of OT or OTA fieldwork students
3. Participate in all IEP team meetings for designated students.
4. Develops Individualized Education Programs (IEPs) for students with impairments and/or special needs and monitors progress using data.
5. Complete initial evaluations and re-evaluations in accordance with regulations and best practice and data driven instructional decisions to improve student outcomes and learning experience guided by the Massachusetts Curriculum Frameworks and district standards and requirements, while creating an environment that is conducive to student learning and involvement. 
6. Implements, evaluates and refines instructional practice and assessment in response to student outcomes.
7. Supports students’ development of self-regulation and social-emotional learning throughout the school day.
8. Effectively and creatively uses technology in order to engage students in learning and improve student competence and confidence.
9. Demonstrates appreciation for and sensitivity to, the diversity among individuals and strives to ensure equitable opportunities for student learning.
10. Continually seeks to improve professional competence through attendance at professional development events, and by self-generated activities that meet district expectations and the requirements for recertification.
11. Shares responsibility for accomplishing the goals and priorities of his/her grade/team/department, building and school district, attending all faculty and committee meetings as required, and district-wide committees as needed.
12. Other duties, as assigned according to the SEA contract.

EQUAL OPPORTUNITY/AFFIRMATIVE ACTION EMPLOYER. The Seekonk Public Schools strives to provide a safe, respectful, and supportive learning environment in which all students can thrive and succeed in its schools. The Seekonk Public Schools prohibits discrimination on the basis of race, to include traits historically associated with race, including, but not limited to, hair texture, hair type, hair length and protective hairstyles, sex, age, gender identity, disability, religion, national origin, limited English proficiency, sexual orientation, pregnancy or pregnancy related conditions or homelessness. and ensures that all students have equal rights of access and equal enjoyment of the opportunities, advantages, privileges, and courses of study.