Occupational Therapist (Long-Term Substitute) (SY26-27)

Occupational Therapist (Long-Term Substitute) (SY26-27) Occupational Therapist (Long-Term Substitute) (SY26-27) Boston Public Schools UP Academy Dorchester - Boston, Massachusetts Open in Google Maps Job Details Job ID: 5954947 Application Deadline: May 01, 2027 11:59 PM (Eastern Standard Time) Posted: Oct 08, 2026 4:00 AM (UTC) Starting Date: Aug 20, 2025 Job Description THIS IS A LONG-TERM SUB POSITION that is expected to start on 1/11/2027 and end on 6/21/2027. Please note that all substitute teachers are hired as per diem subs, even when placed in long-term assignments. All substitutes begin at the per diem rate of pay. For further information about becoming a BPS sub, please refer to our website ( General Description 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, thestaff 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. Responsibilities 1. Evaluation Occupational Therapists will assess students referred for evaluation using appropriate testing instruments. Occupational Therapists will 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. 2. Occupational Therapy Services Therapy and consultation services will be provided to students based on the individual needs of each student and in compliance with each child’s IEP or 504 Plan. Occupational Therapists will provide services in the least restrictive setting. Occupational Therapists will participate in pre-referral, Team Meetings, and Student Support Team activities and will provide professional development to school-based staff as requested. Occupational Therapists will consult with other Related Services providers, teachers, and parents in order to provide effective services in a variety of settings. 3. General Responsibilities Occupational Therapists are to comply with state regulations concerning renewal of certifications and licenses. Occupational Therapists are expected to develop, update, and adhere to both a daily and weekly schedule. Each school’s principal should be provided with a copy of that schedule. Occupational Therapists are expected to comply with BPS rules, policies, and procedures as well as those of their assigned schools and Special Education and Student Services. Occupational Therapists are expected to 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. Core Competencies: 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. Assess 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. Qualifications - Required Education: Master’s Degree Massachusetts License in Occupational Therapy Current authorization to work in the United States - Candidates must have such authorization by their first day of employment The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate on the basis of race, color, age, criminal record, physical or mental disability, pregnancy or pregnancy-related conditions, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics, natural or protective hairstyle, military status, immigration status, English language proficiency, or any other factor prohibited by law in its programs and activities. BPS does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals’ dignity or interferes with their ability to work or learn. If you require an accommodation pursuant to the ADA for the application process, please contact the Accommodations Unit at View email address on click.appcast.io . Position Type: In-District Charter Job Categories: Student Services > Occupational Therapist Job Requirements Master degree preferred. Citizenship, residency or work visa required Contact Information Boston Public Schools, Office of Human Resources 2300 Washington Street Roxbury, Massachusetts 02119 Email: View email address on click.appcast.io Map The content you submit, offer, contribute, attach, post, or display (each a “Submission”) will be viewed by other users of the service who may or may not be accurately representing who they are or who they represent. Do not include any sensitive data in your submissions. Any submission or any use or reliance on any content or materials posted via the service or obtained by you through the use of the service is at your own risk. “Sensitive data” for purposes of this section means social security or other government-issued identification numbers, medical or health information, account security information, individual financial account information, credit/debit/gift or other payment card information, account passwords, individual credit and income information or any other sensitive personal data as defined under applicable laws. #J-18808-Ljbffr UP Academy Dorchester