Occupational Therapist (Anticipated Vacancy) (SY26-27)

Boston Public Schools • Boston, MA

1d • Onsite

About The Position

Occupational Therapists provide services to students with fine motor, visual motor/visual perception, and sensory motor skills which will allow them to access the BPS curriculum and to participate in both school and community life to the greatest extent possible. This is an exciting opportunity for occupational therapists who desire to serve where their efforts matter. In BPS, the staff and leaders are committed to the vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools. BPS is a great place for those who seek to work in an environment that supports their creativity and innovation, and respects their skills and abilities as an occupational therapists.

Requirements

• Master’s Degree
• Massachusetts License in Occupational Therapy
• Current authorization to work in the United States
• Must have authorization to work by their first day of employment

Nice To Haves

• Using the Rubric of Specialized Instructional Support Personnel (SISP), the Office of Human Resources has identified priority skills and abilities that all BPS SISP should demonstrate.
• Accountability for Student Achievement (II-A-1 Quality of Effort and Work, II-D-2 High Expectations, I B-2 Adjustments to Practice): Sets ambitious learning goals for all students, uses instructional and clinical practices that reflect high expectations for students and student work; engages all students in learning. Consistently defines high expectations for student learning goals and behavior. Assesses student learning regularly using a variety of assessments to measure growth, and understanding. Effectively analyzes data from assessments, draws conclusions, and shares them appropriately.
• Communicating Professional Knowledge (I-A-1 Professional Knowledge, I-A-2 Child Adolescent Development, I-A-3 Plan Development): Exhibits strong knowledge of child development and how students learn and behave, and designs effective and rigorous plans for support with measurable outcomes. Demonstrates knowledge of students’ developmental levels by providing differentiated learning experiences and support that enable all students to progress toward intended outcomes.
• Equitable & Effective Instruction (II-A-3 Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment, II-B-2 Collaborative Learning Environment, I-D-3 Access to Knowledge): Builds a productive learning environment where every student participates and is valued as part of the class community. Uses instructional and clinical practices that are likely to challenge, motivate and engage all students and facilitate active participation. Consistently adapts instruction, services, plans, and assessments to make curriculum/ supports accessible to all students.
• Cultural Proficiency (II-C-1. Respects Differences, II-C-2. Maintains a Respectful Environment): Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected.
• Parent/Family Engagement (III-A-1. Parent/Family Engagement, III-B-2. Collaboration): Engages with families and builds collaborative, respectful relationships with them in service of student learning. Consistently provides parents with clear expectations for student learning behavior and/or wellness and shares strategies to promote learning and development at school and home.
• Professional Reflection & Collaboration (IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration, IV-C-2. Consultation): Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and development. Consistently collaborates with colleagues through shared planning and/or informal conversation to analyze student performance and development, and to plan appropriate interventions at the classroom or school level. Regularly provides advice and expertise to general education teachers and the school community to support the creation of appropriate and effective academic, behavioral, and social/emotional learning experiences for students.

Responsibilities

• Evaluation: Assess students referred for evaluation using appropriate testing instruments. Write reports that reflect the results of standardized tests and observations that contain information helpful and understandable to all involved parties and that contain clear recommendations. Evaluations will be performed within timelines established in state and federal regulations.
• Occupational Therapy Services: Provide therapy and consultation services to students based on the individual needs of each student and in compliance with each child’s IEP or 504 Plan. Provide services in the least restrictive setting. Participate in pre-referral, Team Meetings, and Student Support Team activities and will provide professional development to school-based staff as requested. Consult with other Related Services providers, teachers, and parents in order to provide effective services in a variety of settings.
• General Responsibilities: Comply with state regulations concerning renewal of certifications and licenses. Develop, update, and adhere to both a daily and weekly schedule. Provide each school’s principal with a copy of that schedule. Comply with BPS rules, policies, and procedures as well as those of their assigned schools and Special Education and Student Services. Maintain records of prior planning or lessons and to keep therapy notes for each child and therapy session and to maintain accurate records of student attendance.

Benefits

• Salaries are listed by Unions and Grade/Step. Please refer to www.bostonpublicschools.org/ohr (under "Employee Benefits and Policies") for more information on salary and compensation.

What This Job Offers

• Job Type: Full-time
• Career Level: Mid Level