Occupational Therapist

• Position Type:
  District Wide/ OCCUPATIONAL THERAPIST
• Date Posted: 4/3/2026
• Location:
  
  DISTRICT WIDE
• Date Available:
  
  08/26/2026
• Closing Date: 04/24/2026

This posting is for one(1), daily 1.0 FTE, continuing, certificated ESA with a School Physical Therapist assignment. This assignmentbegins August, 26, 2026. Benefits and retirement eligibility will be determined upon hire.

This position requires on-site work, working remotely is not an option.

Any anticipated overtime requires prior approval and this position does not accrue comp-time.
Work Location:Districtwide
Work Schedule:Monday through Friday
Work Hours
:

TBD, 7.5 hours
Wage/Step Range based on annual 1.0 FTE:$76,699 to $144,971
School Employee Benefits Board (SEBB): https://(Use the "Apply for this Job" box below).-employees
Department of Retirement (DRS): https:// TRS plans 2 or 3 for Certificated Staff.
Salary Schedules and Collective Bargaining Agreement: https:///1410
Select: GFEA Salary Schedule for Certificated staff
POSITION

DESCRIPTION:

Occupational Therapist/Physical Therapist
GENERAL SUMMARY Provide occupational/physical therapy for children with find and gross motor delays to the end that they may improve their motor functions and thus achieve their maximum educational, social, and vocational potential.
ESSENTIAL FUNCTIONS To effectively perform the essential functions of any position with the District, regular attendance is required and expected.

• Performs duties in compliance with all federal and state rules and regulations that apply to physical/occupational therapy.
• Advise, consult, and cooperate with the director of Support Services on all significant matters relating to the performance of his/her assigned function.
• With parental authorization, collect past and current information relevant to the child's motor functioning due to abnormalities of the muscular-skeletal or central nervous system. This information shall include, but not be limited to, prescriptions from physicians, reports from teachers, counselors, parents, nurses and the results of developmental and motor functioning tests.
• Summarize assessment results in writing. The summary shall include procedures and instruments used, results obtained and apparent significance of findings as related to the child's therapy.
• Therapy goals shall be written based on the assessment of the child's functional level, and when appropriate, will become part of the child's IEP. Parental permission shall be obtained in writing to work towards the proposed goal. If parent or legal guardian's decision is in disagreement, therapy will not be implemented or goals will be changed to meet child and parents' needs.
• Plan and implement a therapy program to assist the child to progress toward the accomplishment of established goals and objectives.
• Evaluate and monitor student's progress toward the accomplishment of objectives and record performance measurements both during process and final results.
• Develop and maintain regularly scheduled appointments to therapy.
• Consult with teachers and other key personnel in areas related to children receiving therapy.
• Plan work and efforts systematically to insure the instructional program flows from objectives to goals.
• Report to parent or legal guardian the child's measured performance as compared to established objectives.
• Maintain all records/logs to assure compliance with state and federal rules and regulations.
• Keep abreast of developments and improved techniques in the field and adopt those which will contribute to improvement of the student's performance.
• Contribute to the coordination of overall education efforts by cooperating with other professional personnel throughout the district.
• Participate as a member of the building multi-disciplinary and support services team.
• Recommend to the director of support services and/or building principal suitable facilities, equipment, and materials to meet the needs of disabled students.
• Perform other duties as may be assigned by the director of special services.
• Work with teachers, special education consultants, psychologists, and other special personnel to assure a proper balance of services to meet the needs of disabled students.
• Maintain a close cooperation with the home to insure a unified effort in the education of the child.
• Consult with other professional persons working with the child in relevant areas inside and outside the school setting.
• Work with building principals and teachers in scheduling students…