Permanent Full Time Occupation Therapist to begin immediately.

Position is entitled to an additional stipend of $1,374.00 (prorated based on 2024-25 school year).

This position is open until filled.

Medford SD 549C Job Description 

 

Our Mission: ALL Own Their Present and Future, ALL Are Known and Challenged, ALL Achieve Their Potential, ALL Options are Open and Hopeful

 

 

Job Title:                      Occupational Therapist

Classification:              Certified

Supervisor:                  Assistant Director of Special Education

FLSA Status:                Exempt                                                                                 

Contract:                     192 Days

 

Summary: Under the direction of the Assistant Director of Special Education, provide assessments, direct therapy services, and consultation to staff and other professionals regarding the students' therapy. Identify special needs: develop individualized treatment and/or developmental motor programs: participate in the student's Individual Education Programs and Individual Family Services Plans; maintain daily data; provide staff in-services to share knowledge of special handling techniques, communicate concerns to consulting professionals (i.e., physiatrist, orthopedist, etc.) and order special equipment as necessary.

 

Essential Duties and Responsibilities:

 

Professional Preparedness and Growth

• Make objective, non-emotional, well-informed decisions regarding the welfare of students
• Therapy reflects adequate and current knowledge of best practices.
• Improves professional skills through in-service workshops, district meetings, continuing education, etc.
• Goal setting and cooperative planning with the supervisor. 

Essential Functions

• Assesses students' fine and gross motor skills and functional abilities (e.g., perceptual-motor, hand function, motor coordination, sensory development, muscle strength, oral motor/feeding) to determine program eligibility and develop recommendations for occupational therapy treatment, appropriate assistive devices, and/or curriculum access.
• Collaborates and consults with staff, parents, physicians, and other professionals to communicate information, develop service plans, resolve issues, and coordinate occupational therapy services with those of different disciplines.
• Develops treatment plans, interventions, and/or educational materials from the IEP to remediate students' motor skill deficits.
• Provides direct occupational therapy services to develop students' daily living skills in compliance with established goals and objectives.
• Works to identify structural issues to remove barriers for students with physical limitations and/or identify appropriate technology and assistive equipment.
• Interprets medical and academic reports to provide information and ensure appropriate treatment/intervention plans.
• Prepares various written materials (e.g., activity logs, correspondence, treatment plans, evaluations, reports, etc.) to document activities, provide written references, and/or convey information.
• Uses professional judgment to determine what service delivery model is appropriate to meet the student's educational needs (e.g., direct or indirect service on behalf of the student, consultation, collaboration, and group interventions).
• Researches best practices (e.g., treatment techniques, assessment tools, and methods) to determine the appropriate approach for addressing students' functional goals.
• Transports supplies and equipment to various sites to ensure the availability of items as needed. 

Multi-Ethnic/Multi-Cultural Education

• Aware and appreciates cultural diversity and the importance of communication skills reflecting sensitivity to the feeling of all persons regardless of their race, color, religion, sex, age, or national origin. 

Evaluation

• Uses tests and/or other evaluative processes to determine if goals have been met.
• Writes measurable objectives for each student in direct therapy services, with pre-test and post-test scores and predictions for annual progress.
• Update and maintain accurate and complete student progress and development records as required by the school, district, state, and federal policies, regulations, and laws.
• Uses instruments and methods that effectively measure the student's progress.

 

Communication Skills

• Regularly communicates with parents, students, colleagues, practitioners, and supervisors in writing and verbally in a professionally appropriate manner.
• Actively listens to concerns, problems, or issues and formulates a professionally appropriate response aligned with the Medford School District's core values.
• Encourages and builds strong school-to-home and community partnerships to better serve all students' needs in the Medford School District.
• Routes and/or directs parents, students, or patrons to the appropriate location of information or person(s) that can provide clarity in situations where the therapist cannot respond entirely or to something complex. 

Organizational Responsibilities

• Cooperates with and supports faculty members.
• Observes the spirit and intent of the rules and regulations of the school and school system.
• Provides complete data to the school and district administration as requested for management purposes.
• Maintains accurate student records.
• Shares the responsibilities with all other employees for promoting the educational goals and developing public acceptance of the school system. 

Marginal Duties and Responsibilities:

• Assists in-home visits.
• Other related duties as assigned.

 

Supervisory Responsibilities: All Medford School District supervises students and maintains a safe environment.

 

Qualifications: An individual must be able to perform each essential duty satisfactorily. The requirements listed below represent the knowledge, skills, and abilities required. Reasonable accommodations may be made to enable individuals with disabilities to perform essential job functions.

 

Education and/or Experience: Bachelor's degree (B.A.) from a four-year college or university (fifth-year college or university program certificate preferred). Preferably two years of experience as an occupational therapist.

 

Interpersonal Skills: Ability to interact appropriately with teachers, staff, community members, and students. Focuses on solving conflict; maintains confidentiality; Contributes to building a positive team spirit.

Language Skills:  Ability to communicate fluently in English verbally and in writing. Preference may be given to applicants fluent in English and Spanish. Ability to present information and respond effectively to questions in one-on-one, small, and large group situations to students and other school staff. Ability to read and interpret documents such as safety rules, operating and maintenance instructions, procedure manuals, and governmental regulations. Ability to write routine reports and correspondence.

 

Mathematical Skills: Ability to calculate figures and amounts such as discounts, interest, proportions, percentages, area, circumference, and area. Ability to apply concepts of basic algebra, geometry, fractions, percentages, ratios, and proportions to practical situations.

 

Reasoning Ability: Ability to apply common sense understanding to complete instructions furnished in written, oral, schedule, or diagram form. Ability to deal with problems involving several concrete variables in standardized situations.

 

Computer Skills: General knowledge of computer usage and ability to use database software, e-mail, spreadsheets, and word processing software.  

 

Certificates, Licenses, Registrations: Must hold a current license issued by the Oregon occupational therapy licensing board.

 

Physical Demands: The physical demands described here represent those that an employee must meet to perform the essential functions of this job successfully. Reasonable accommodations may be made to enable individuals with disabilities to perform essential job functions.

 

• Stamina for 8 hours of work.
• Use of hands for repetitive motions, such as writing and typing.
• Standing/Walking: 3-7 hours/day and sitting: 2-3 hours/day.
• Occasional bending, kneeling, squatting, climbing of stairs or ladders.
• Lifting/carrying: Lifting to 50 pounds without assistance.
• Close vision (clear vision at 20 inches or less).
• Distance vision (clear vision at 20 feet or more).
• Peripheral vision (ability to observe an area that can be seen up and down or to the left and right while eyes are fixed on a given point).
• Speak clearly enough to be able to be understood by others.
• Identify and understand the speech of another person.
• Emotional stability to work effectively under pressure and control all aspects of the job. 

Work Environment: The work environment characteristics described here represent those employees may encounter while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential job functions.

 

The noise level in the work environment is usually low to moderate. Employees may be exposed to blood-borne pathogens, temperature fluctuations, fumes, odors, and dust.

  

Note: This is not necessarily an exhaustive or all-inclusive list of responsibilities, skills, duties, requirements, efforts, functions, or working conditions associated with the job. This job description is not a contract of employment or a promise or guarantee of any specific terms or conditions of employment. The school district may add to, modify or delete any aspect of this job (or the position itself) whenever it deems advisable.