Carmel Academy is a Transitional K – 8th grade religiously diverse Jewish day school of 200 students that provides educational excellence within a pluralist Jewish environment. Carmel is a warm community, and welcomes families from all branches of Judaism. Carmel Academy has an incredible master faculty, uniquely small classes, and a progressive approach to curriculum that ensures student engagement in, and embrace of learning. Our shared values inform all aspects of our school, from our focus on social/emotional learning, to the individualized attention offered, to the layout of the lunchroom, and everything in between. Carmel Academy is also proud to offer its PALS (Providing Alternative Learning Strategies) Program - a living manifestation of our Carmel values. The PALS program is an integration/inclusion model for children with no intellectual impairment who, with appropriate modifications and supports, can be successful and achieve grade level standards and beyond. The ratio of general education students to PALS students at Carmel is approximately 5:1.
We are currently seeking an experienced, knowledgeable, engaging, and warm individual to fill the position of full-time or part-time Carmel Academy Occupational Therapist.
The Occupational Therapist provides services to students with exceptional educational needs; improves, develops, restores, or maintains students' active participation in self-maintenance, work, leisure and play in educational environments; and functions as a related service personnel under state and federal law and regulations.
Identification, evaluation, and planning:
- Provide support to other related services and academic staff to integrate OT goals and personalize sensory regulation program into other areas across the school day
- Collaborate with other related services and academic staff to integrate explicit instruction in executive functioning skills throughout the school day
- Collaborate with speech-language pathologist and social worker to integrate school’s social-cognitive curriculum in order to support students’ social-emotional learning and growth
- Evaluates the student’s ability and formulates the student’s occupational profile through a variety of functional, behavioral, and standardized assessments, skilled observation, checklists, histories, and interviews
- Synthesizes evaluation results into a comprehensive written report which reflects strengths and barriers to student participation in the educational environment; directs program development; and guides evidence-based intervention
- Develops occupationally based intervention plans based on student needs and evaluation results
- Works collaboratively in a professional learning community with other teachers, support staff, and others as appropriate, in addressing the needs of students, developing effective practices, and developing and implementing best practices
- Attending and participating in curriculum and team meetings, participating in CSE meetings
- Provides targeted, evidence-based therapeutic intervention to facilitate student participation and occupational performance within the school environment
- Consults with other related service providers to achieve student outcomes
- Adapts and modifies the environment including assistive technology and training instructional staff to meet individual needs and to help students function as independently as possible
- Educates student, educational personnel, and family to facilitate skills in areas of occupation as well as health maintenance and safety
- Provide all necessary scaffolding, modeling, materials, and resources, and consistently maintain a high expectation of student success
- Maintain a safe, orderly, warm, and engaging space within the classroom and throughout the school
Program Administration and Management
- Prioritizes and schedules work tasks independently
- Manages inventory of therapeutic equipment, assessments, and project needs for budget planning
- Complete documentation for treatment according to Carmel Academy’s protocol, including session notes, progress reports, and goal writing as applicable, and in compliance with all federal, state and city regulations
- Strictly adheres to federal and state legislation, regulation, and policies that govern occupational therapy practice
- Strictly adhere to HIPPA and FERPA policies regarding privacy of student health information
• Complete additional duties as assigned
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. Requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
EDUCATION AND/OR EXPERIENCE:
• Master’s degree in occupational therapy from an accredited school
• Current certification from the National Board for Certification in Occupational Therapy
• Licensed to practice Occupational Therapy in Connecticut
• Background check and fingerprinting required
PROFESSIONAL AND COMMUNICATION SKILLS:
• Planning, administering, scoring and interpreting tests related to development in both sensory processing and motor coordination
• Excellent communication and interpersonal skills
• Excellent organizational skills and attention to detail
• Ability to comfortably, warmly, and effectively engage with large and small groups of children and adults
• Strong time management and skills
• High degree of professionalism, and ability to maintain absolute confidentiality
GENERAL JOB PERFORMANCE STANDARDS
Employees must meet the following general job performance standards:
• Knowledge Of Work – Posses and utilize knowledge of the job which is essential to perform the specific functions and related work.
• Quantity Of Work – Accomplish an appropriate volume of satisfactory work under normal conditions. Ability to produce results.
• Quality Of Work – Consistently demonstrates accuracy, thoroughness, neatness and dependability to produce work within acceptable standards.
• Timeliness – Complete assignments on or ahead of schedule.
• Ability To Learn New Duties – Interpret, learn and respond to instructions for new situations, procedures or methods.
• Teamwork – Place goals of Carmel Academy foremost when interacting with others at all levels. Build an environment that foster teamwork and enhanced task accomplishment through positive and supportive cooperation.
• Communications – Demonstrate relevance and clarity of written and oral expression. Express ideas clearly and demonstrate effective listening skills. Effective in exchanging ideas and information. Applies to communications with both co-workers and customers.
• Job Commitment – Show initiative in willingly accepting responsibility. Perform expected and unexpected tasks, demonstrate tenacity in completing tasks. Willingly exerts extra effort when necessary to get the job done without being directed to do so.
• Decision Making & Judgment – Gather relevant data, set clear objectives, evaluate alternatives, and make timely decisions and commit to courses of action. Use sound judgment: does not act impulsively in reaching decisions.
PHYSICAL DEMANDS and WORK ENVIRONMENT:
Physical demands and work environment characteristics described here are representative of those that must be met (or may be encountered) 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.
Physical Demands: While performing the duties of this job, the employee is regularly required to talk and hear. This position is very active and requires standing, walking, bending, kneeling, and stooping all day. The employee must frequently lift and/or move items over 20 pounds. During fire drills, employee will need to use the stairs to go to ground level from 4th floor. Typing required for composing emails and writing reports.
Work Environment: This job operates in a school setting. This role requires regular walking to various locations around the school.