Occupational Therapist (.FTE

Occupational Therapist (.80 FTE)

Applicants are instructed to deal specifically with qualifying factors mentioned in the following posting. Position Type:
Non-teaching Licensed Support

Location:

Woodland Primary School

Date Available:

August 17, 2026, plus seven days of New Staff Orientation August 5 - 12, 2026

License/Certification:
Valid Occupational Therapist license issued by the Illinois Department of Professional Regulations

Education:

Required Bachelor's degree in occupational therapy

Experience:

Required clinical experience in a public school setting;
Preferred 3 years of occupational therapist experience in a public school setting. Fluency in Spanish, both in written and conversational, preferred

1. Evaluate students to determine eligibility for Occupational Therapy (OT) services
2. When indicated, based on the OT evaluation, establish and implement treatment programs in collaboration with parents and school staff including: a. Obtain medical information and referrals for treatment b. Define problem areas and formulate written goals c. Schedule treatment sessions d. Communicate with parents and staff with follow up recommendations e. Reevaluate and update goals throughout the year
3. Participate in Problem Solving Team Meetings, annual reviews, and IEP meetings as appropriate
4. Maintain accurate written records in compliance with District 50 and AOTA guidelines
5. Maintain an inventory and assess the need for new equipment/supplies on a yearly basis
6. Participate in in-service, student/parent/teacher conferences and annual reviews 7. Be available to all staff as a consultant
8. Maintain OT licensure with the State of Illinois Department of Registration and Education and Registration with AOTA
9. Participate in professional continuing education 10. If appropriate, supervise a Certified Occupational Therapy Assistant (COTA) 11. Maintains accurate, complete and up-to-date records of students attendance, projects and grades 12. Performs other such duties and assumes such other responsibilities as may be assigned by the Assistant Superintendent of Special Education, School Principal, Assistant Principal and/or Special Education Supervisor

Planning and Preparation Must be able to demonstrate 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 Creates an environment of respect and report, establishes a culture for learning, manages classroom procedures, manages students 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, maintains accurate records, communicates professionally, contributes to the school and district, grows and develops professionally, and shows professionalism. Technical:
Demonstrated skills in writing, editing and public speaking. Competent in digital environments; databases, spreadsheets, publishing software, Microsoft Office, etc. Interpersonal:
Ability to develop and maintain positive relationships with students, staff, parents, and community. Strong organization, communication and interpersonal skills. Comprehensive strategic thinking and rapid problem-solving skills to effectively handle crisis communications. Ability to cope with deadline pressures. Creative problem solver. Ability to facilitate meetings efficiently. Empathetic, humanistic and open-minded. Strong sense of teamwork. Strategic thinker. Must be able to make difficult decisions that impact the organization in a positive sense.

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.

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.

Willingly anticipate, identify and adopt change. Engage in all job-related interactions and activities, with contacts from within and outside the District, in a courteous and professional manner. Communicate with styles that are approachable and respectful. Participate in professional development and training to become more effective…