Physical Therapist (.FTE: Elementary and Middle School Job San Jacinto California USA,Education / Teaching

Position: Physical Therapist (.4 FTE: Elementary and Middle School)
Location: San Jacinto

Title: Student Support Services:
Physical Therapist (.4 FTE)

Position Type: Physical Therapist (.4 FTE)

Location: Districtwide:
Elementary and Middle School

Date Available: August 17, 2026

Description: Conduct evaluations, eligibility and IEP meetings and provide direct therapy services to children, to include RtI support. Skills for evaluation/direct service to children with only speech delays as well as other students in special education. Must have good communication and writing skills. Spanish speaking preferred.

Qualifications

License: Required – Valid Illinois License in Physical Therapy

Education: Required – Bachelor's Degree in Physical Therapy

Essential Performance Responsibilities

Evaluate students to determine eligibility for PT services

When indicated, based on the PT evaluation, establish and implement treatment programs in collaboration with parents and school staff including:

Obtain medical information and referrals for treatment
Define problem areas and formulate written goals
Schedule treatment sessions
Communicate with parents and staff with follow up recommendations
Reevaluate and update goals throughout the year

Participate in Intervention Team Meetings, annual reviews and IEP meetings as appropriate

Maintain accurate written records in compliance with District 50 and APTA guidelines

Maintain an inventory and assess the need for new equipment/supplies on a yearly basis

Participate in inservice, student/parent/teacher conferences and annual reviews

Be available to all staff as a consultant

Maintain PT licensure with the State of Illinois Department of Registration and Education and Registration with APTA

Participate in professional continuing education

If appropriate, supervise a Licensed Physical Therapy Assistant (LPTA)

Performs such other tasks and assumes such other responsibilities as may be assigned by the Associate Superintendent of Ed. Services or Director of Educational Services and/or Special Education Supervisor

Knowledge,

Skills and Abilities

Planning and Preparation – Responsible for demonstrating knowledge of content and pedagogy, students, and resources. Design coherent instruction and select appropriate instructional activities, and has the ability to assess students learning.
Classroom Environment – Responsible for creating an environment of respect and establishes a culture for learning, manages classroom procedures, manages student's behavior, and has the ability to organize physical space.
Instruction – Communicates clearly and accurately, uses questioning and discussion techniques, engages students in learning, provides feedback to students, and demonstrates flexibility and responsiveness.
Professional Responsibility – Reflects on teaching, must maintain accurate records, communicates professionally, contributes to the school and district, grows and develops professionally, and shows professionalism.
Technical – Must be able to utilize a white board/smart board, iPads with various apps, online assessment tools, Microsoft Office and Google programs, and district email/voicemail systems.
Interpersonal – Ability to develop and maintain positive relationships with students, staff, parents, businesses and community. Strong organization, communication and interpersonal skills. Must be able to work harmoniously with the community, students, parents, staff, and administration, etc. Must be able to communicate effectively with students, parents and staff. Must exhibit sound judgment in dealing with people. Must have strong organizational skills.

Must have the ability to lead and support paraprofessional staff in the classroom and collaborate with all related service providers.

District Core Competencies

Support the establishment of mutual respect and equal human dignity across the entire school community.
Welcomes inclusion, equity and diversity.
Have an unwavering commitment to the success of all students.
Understanding that your identity may be different than students, parents, and staff. You are willing to put those differences aside for the success of all students.
Regardless of the identities of students, staff, or parents, works collaboratively to build a successful relationship with them.
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