School Physical Therapist

Job Description

Job Description

Master's degree in Speech-Language Pathology, active SLP license and 1+ year of Speech-Language Pathology experience required. Applicants who do not meet these qualifications will not be considered.

School Physical Therapist, St. Augustine, FL
A school-based Physical Therapist can make a meaningful difference by helping students improve mobility, strength, balance, coordination, and access to their educational environment. In this role, the PT supports students who need physical therapy services to participate safely and confidently throughout the school day, from the classroom to playgrounds, hallways, and other school activities.

Minimum Requirements
•Doctor of Physical Therapy degree or degree in Physical Therapy from a CAPTE-approved program.
•Active Florida Department of Health Physical Therapist license, or eligibility to obtain Florida DOH licensure.
•Successful completion of the National Physical Therapy Examination, as required for Florida licensure.
•Experience working with pediatric or school-aged populations preferred.
•Previous school-based experience and familiarity with IEPs preferred.

Duties and Responsibilities
•Provide physical therapy services to students in accordance with IEP goals and service plans.
•Evaluate students’ gross motor skills, mobility, balance, strength, coordination, and access needs within the school setting.
•Collaborate with teachers, families, and school staff to support student participation in classroom and school activities.
•Recommend adaptive equipment, mobility supports, positioning strategies, and environmental modifications when appropriate.
•Maintain accurate documentation, progress reports, therapy notes, and participate in IEP meetings.

Benefits
•Weekly pay via direct deposit.
•Benefit options including medical, dental, vision, 401k, and more.
•Access to a PT support team.
•Professional support throughout the assignment.
•School-based schedule with the opportunity to make a direct impact on students.

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