Physical Therapist

Salary based on experience and educational level on Teachers' Salary Schedule

Overview:

Under the direction of the Director of Special Education and working in cooperation with appropriate district supervisors, teachers, parents, and students, the school-based physical therapist (PT) shall be responsible for providing diagnostic and intervention services for students requiring school-based physical therapy services. This role aims to help students adjust and access the general education curriculum and school environment by addressing their physical needs related to motor skills, mobility, posture, and accessibility.

Key Responsibilities:

• Assess and Evaluate Students
• Develop IEP Goals
• Facilitate the Access to and Benefit of Specialized Instruction
• Recommend Adaptations
• Provide Staff Training
• Manage Equipment Inventory
• Consult on Motor Skills
• Collaborate on Interventions
• Coordinate PT Services
• Maintain Records

Key Qualifications:

• Must have a professional PT license from the OTPTAT Board and a valid Pupil Service license through the Ohio Department of Education and Workforce.
• Successful experience as a Physical Therapist, preferably in a school-based setting.
• Experience in assessing and treating motor and mobility challenges in children.
• Knowledge of adaptive equipment and assistive technology relevant to physical therapy.
• Excellent communication skills with both children and adults.
• Ability to maintain and organize confidential records.
• Understanding and commitment to following all related laws and standards, including IDEA.
• Organizational, scheduling, and planning skills to manage a complex caseload and student schedules.
• Good working knowledge of principles, methods, and procedures for diagnosis and treatment according to IDEA.

Knowledge, Skills and Abilities (KSA):

• Must display competencies in PT testing and assessment and possess knowledge of interventions to support individual student needs related to motor and mobility challenges.
• Must demonstrate the ability to coordinate special education services and comply with special education rules and due process requirements.
• Must be able to work in team decision-making situations.
• Must possess strong consulting skills with school personnel, parents, and other professionals.
• Must demonstrate knowledge of Multi-Tiered Systems of Support (MTSS) and various evidence-based physical therapy interventions.
• Knowledge of and demonstrated ability to use relevant technology for assessment, therapy, and communication.
• Perform all other related work delegated or required to accomplish the objectives of school and/or district initiatives.
• Must have the demonstrated ability to report to work on a regular and punctual basis.
• Ability to communicate effectively orally and in writing.
• Ability to establish and maintain cooperative and effective working relationships with others.
• Working knowledge of special education laws, rules, and regulations and of district policies and procedures; and the ability to apply these to help ensure District compliance.
• Working knowledge of the principles, practices, and ethical standards of Physical Therapy; relevant state and federal laws, rules, and regulations; and applicable district policies and procedures.
• Ability to deal effectively and appropriately with students, parents, and other educational professionals regarding student concerns and problems.
• Ability to consult with school personnel in developing and implementing effective physical therapy interventions for students.
• The skill and ability to communicate - both orally and in writing.
• Other duties as assigned to best meet the academic and developmental needs of students.

The Successful Candidate Will:

Meet all of the aforementioned qualifications and attributes and be prepared to share an example of a full PT evaluation and IEP completed in a previous work location. The candidate will attend required training sessions, department and district meetings, as well as be willing to serve on District committees, task forces, work groups, etc., as requested. The candidate will keep abreast of changing developments, trends, instructional and educational technologies. Additionally, the candidate will demonstrate preparation and skill in working with students from diverse cultural, economic and ability backgrounds, especially in a high performing, high achieving district, and acknowledge that they will complete other duties as assigned.

Physical Demands & Work Environment:

PHYSICAL DEMANDS: The physical demands described herein are representative of those that must be met 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.

• Position is mostly indoors.
• While performing the duties of this job, the employee is frequently required to walk and stand. Occasionally the employee will sit and/or run.
• The employee will frequently bend or twist at the trunk while performing the duties of this job.
• The employee will frequently squat, stoop, kneel, reach above the head, reach forward and repeat the same hand motion many times while performing the duties of the job.
• The employee may routinely lift and move objects 50 pounds.
• The specific vision requirements of the job include good depth perception and occasionally being able to see objects/persons at a distance.
• While performing the duties of the job the employee frequently is required to hear conversation in quiet, as well as, a noisy environment and be able to tell where a sound is coming from.
• The employee must be able to communicate to the team in order to give directions.

WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Occasionally the employee must be able to meet deadlines with severe time constraints and interact with public and other workers. The noise level in the environment is usually low/moderate.

The Board of Education does not discriminate on the basis of race, color, national origin, sex (including sexual orientation and transgender identity), disability, age, religion, military status ancestry, genetic information (collectively, "Protected Classes"), or any other legally protected category, in its programs and activities, including employment opportunities.