K-12 Occupational Therapist

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Salary Range:

$60,000.00 - $68,500.00 USD annuallyAs part of Arizona State University’s charter to provide access and excellence, ASU Preparatory Academy (ASU Prep) shares this commitment by demonstrating all students can achieve at the highest levels, regardless of their background. To scale our current impact, ASU Prep is advancing a major expansion program taking fundamental responsibility for the communities we serve.

The Occupational Therapist is responsible for the development, implementation, and coordination of the occupational therapy program focused on improving, restoring, and/or maintaining the students’ functional ability to perform tasks in educational settings. The School Occupational Therapist participates in Individual Education Plan (IEP) conferences and meetings designing systems, programs and services that maximize students’ functional ability. In collaboration with teachers, parents, administrators and other professionals to strengthen connections between home and school, and ultimately creating an effective educational environment.

QUALIFICATIONS:

• Master’s Degree in Occupational Therapy from an accredited college or university.
• Valid Certificate from Arizona Department of Education in Occupational Therapy.
• Valid Certificate from the National Board for Certification of Occupational Therapy (NBCOT).
• Valid Arizona DPS-Issued IVP Fingerprint Clearance Card.
• Spanish bilingual abilities, highly preferred but not required.
• Any equivalent combination of experience, training and/or education from which comparable knowledge, skills and abilities may be considered.

DUTIES AND RESPONSIBILITIES:

• Provide high quality direct occupational therapy services to students according to the students’ IEPs/504 plans.
• Ensure assessment, intervention plans, and service delivery are aligned with school, state, and federal guidelines.
• Develop treatment plans, in conjunction with instructional staff, that are strength-based, as well as child and family centered for overall educational improvement.
• Conduct assessments, translate and analyze assessment results, and develop reports to determine strengths and concerns in areas sensory, motor, postural or emotional development, adaptive behavior and play and the performance of self-help skills.
• Participate in IEP conferences, team meetings, and problem-solving meetings.
• Ensure evaluations, intervention plans, and service delivery are aligned with school, state, and federal guidelines.
• Assist and guide teachers in observing, describing, and referring suspected and identified delays/disorders in sensory, motor, postural or emotional development, adaptive behavior and/or play.
• Integrate interventional services into the classroom, as appropriate.
• Evaluate and/or translate research into practice and understand research design and statistics in sufficient depth to plan and conduct investigations and program evaluations for improvement of services.
• Provide support services to parents/guardians, as needed.
• Coordinate and/or collaborate with a range of individuals/agencies to promote and provide comprehensive services to students and families.
• Improve systems and procedures and initiate corrective actions.
• Take appropriate action to ensure compliance and accuracy with all tasks and responsibilities.
• Additional duties may be assigned as necessary.

KNOWLEDGE, SKILLS AND ABILITIES

• Knowledge of occupational therapy theories, models of practice, principals, and evidence-based practice.
• Knowledge in Sensory Integration theory and practices, preferred.
• Knowledge of human development throughout the lifespan.
• Ability to articulate the role of occupational therapy in the evaluation, intervention planning, and intervention process.
• Ability to recognize occupational performance deficits in the areas of personal care, student role/interactive skills, processing skills, play, community integration, and written communication.
• Ability to analyze and assess tasks relative to areas of occupation, performance skills, activity demands, contexts, and student factors to implement the intervention plan.
• Knowledge of appropriate functional interventions to meet students’ needs.
• Ability to implement and assess functional interventions for effectiveness.
• Ability to articulate, represent professional demeanor and ability to take initiative.

PHYSICAL DEMANDS:

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee is frequently required to stand and talk or hear and sometimes walk and sit. The employee must use hands, arms and fingers to input data, handle, feel or reach. While performing the duties of this job, the employee may occasionally push or lift up to 50 lbs such as boxes, supplies, etc. Specific vision abilities required by this job include close vision such as to read handwritten or typed material, and the ability to adjust focus, close vision, distance vision, color vision, peripheral vision and depth perception.

LOCATION:

Immersion

TRAVEL:

Occasional travel may be required for site visits, meetings, trainings and/or conferences. Locations may vary and may require overnight stays.

This job description is subject to change at any time.