ul liPosition Type: District Wide/ OCCUPATIONAL THERAPIST /li liDate Posted: 4/3/2026 /li liLocation: DISTRICT WIDE /li liDate Available: 08/26/2026 /li liClosing Date: 04/24/2026 /li /ul h3Contract Details /h3 pThis 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 approvaland this position does not accrue comp-time.br/ bWork Location: /bDistrictwidebr/ bWork Schedule: /bMonday through Fridaybr/ bWork Hours /b:TBD, 7.5 hoursbr/ bWage/Step Range based on annual 1.0 FTE:$76,699 to $144,971 /bbr/ bSchool Employee Benefits Board (SEBB): /b bDepartment of Retirement (DRS): /b TRS plans 2 or 3 for Certificated Staff.br/ bSalary Schedules and Collective Bargaining Agreement: /b bSelect: /b GFEA Salary Schedule for Certificated staffbr/ bPOSITION DESCRIPTION:Occupational Therapist/Physical Therapist /bbr/ bGENERAL SUMMARY /b 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.br/ bESSENTIAL FUNCTIONS /bTo effectively perform the essential functions of any position with the District, regular attendance is required and expected. /p ul liPerforms duties in compliance with all federal and state rules and regulations that apply to physical/occupational therapy. /li liAdvise, consult, and cooperate with the director of Support Services on all significant matters relating to the performance of his/her assigned function. /li liWith 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. /li liSummarize 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. /li liTherapy 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. /li liPlan and implement a therapy program to assist the child to progress toward the accomplishment of established goals and objectives. /li liEvaluate and monitor student's progress toward the accomplishment of objectives and record performance measurements both during process and final results. /li liDevelop and maintain regularly scheduled appointments to therapy. /li liConsult with teachers and other key personnel in areas related to children receiving therapy. /li liPlan work and efforts systematically to insure the instructional program flows from objectives to goals. /li liReport to parent or legal guardian the child's measured performance as compared to established objectives. /li liMaintain all records/logs to assure compliance with state and federal rules and regulations. /li liKeep abreast of developments and improved techniques in the field and adopt those which will contribute to improvement of the student's performance. /li liContribute to the coordination of overall education efforts by cooperating with other professional personnel throughout the district. /li liParticipate as a member of the building multi-disciplinary and support services team. /li liRecommend to the director of support services and/or building principal suitable facilities, equipment, and materials to meet the needs of disabled students. /li liPerform other duties as may be assigned by the director of special services. /li liWork with teachers, special education consultants, psychologists, and other special personnel to assure a proper balance of services to meet the needs of disabled students. /li liMaintain a close cooperation with the home to insure a unified effort in the education of the child. /li liConsult with other professional persons working with the child in relevant areas inside and outside the school setting. /li liWork with building principals and teachers in scheduling students for therapy. /li /ul h3OTHER FUNCTIONS /h3 p22. Serves as member of instructional team of the District; performs related duties consistent with the scope and intent of the position. /p h3REPORTING RELATIONSHIPS /h3 pReports to building principal and assistant superintendent. /p h3MENTAL DEMANDS /h3 pRequires substantial planning, development and creativity; requires organization and time management; requires concentration; exposure to frequent interruptions; requires adaptability and flexibility to different student learning and behavioral styles and abilities; requires effective decision-making and problem-solving; requires ability to work independently; requires cooperation and ability to work as a team-member; requires self-discipline in behavior and attitude; requires accurate record-keeping; requires dealing with distraught, angry or hostile individuals on occasion. /p h3PHYSICAL DEMANDS /h3 pExposed to diseases carried by students; exposed to student noise levels; other physical demands vary by position assignment; may require prolonged standing or sitting; may require attending to students' personal hygiene; may require lifting and positioning students; may require restraining out-of-control students; may require assisting students with physical activities; may be exposed to visual display terminal for prolonged periods; may occasionally work outdoors in inclement weather; may represent the district on potentially sensitive or controversial matters; occasional bending at waist to floor; lifting/carrying objects weighing up to ten pounds constantly, 11-24 pounds occasionally; 25 and over pounds rarely, assistance may be requested; Good visual ability; Must possess excellent hearing to communicate with disabled students, especially when providing individual instruction to those who may have speech impairments. /p h3MINIMUM QUALIFICATIONS /h3 pEducation and Experience -Valid Educational Staff Associate (ESA) certification for Occupational Therapist or Physical Therapist.Washington State occupational or physical therapist degree from accredited school.National Board of certification in Occupational Therapy (NBCOT). /p pLicenses/Special Requirements -As specified above, for the specific assignment.Fingerprinting required.Valid Washington State driver's license required. /p h3Allowable Substitutions /h3 pNone /p h3Required Knowledge, Skills and Abilities /h3 ul liDemonstrated proficiency in effective communication. /li liDemonstrated competent knowledge and skill in designing and conducting specialized instruction, remediation and evaluation. /li liDemonstrated understanding of and commitment to each student, taking into consideration individual background and characteristics. /li liKnowledge and understanding of Washington Administrative Code (WAC) 392-172. /li liKnowledge of effective instructional techniques. /li liAbility to operate a computer and learn the operation of specific software programs. /li liDemonstrated knowledge of assigned fields. /li liAbility to establish objectives. /li liAbility to plan sequential learning activities. /li liAbility to research, plan, develop and implement lessons. /li liAbility to assess and evaluate student progress and achievement. /li liAbility to adapt and modify techniques and materials for effectiveness. /li liAbility to promote and encourage learning. /li liAbility to provide and maintain an effective learning environment. /li liAbility to locate and/or create instructional materials. /li liAbility to supervise and instruct student behavior. /li liSkill in modeling effective behavior. /li liKnowledge of effective behavioral techniques. /li liAbility to discipline students as appropriate. /li liSkill in organization and time management. /li liAbility to maintain accurate records. /li liAbility to direct activities of non-certificated staff. /li liAbility to work independently. /li liAbility to work cooperatively and in teams. /li liAbility to operate a variety of equipment related to the field of instruction and classroom operations. /li liAbility to be fair and consistent when working with students. /li liAbility to establish and maintain effective working relationships with students, parents, staff, administrators and the public. /li /ul h3CONDITIONS /h3 pThe preceding list of essential functions is not exhaustive and maybe supplemented as necessary. /p pPostings current as of 10/9/2026 5:32:31 PM CST. /p pPowered by applicant tracking, a product of Frontline Education. /p #J-18808-Ljbffr
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Granite Falls School District Recruiting-Team
