Springfield Public Schools is committed to finding the best candidate for the job, including candidates who may come from less traditional professional backgrounds. Studies have shown that women and people of color are less likely to apply for jobs unless they believe they meet every one of the qualifications as described in the job posting. We encourage you to apply, even if you do not believe you meet every one of the qualifications outlined in the job posting.  If you are unsure whether you meet the qualifications of this position, or how this would be determined, please feel free to contact Human Resources to discuss your application.

 

Posting Opens:  Thursday, June 13, 2024

 

Posting Closes:  Open Until Filled (submit your application materials by Tuesday, June 18, 2024 in order to be considered during the initial application review process)

 

Salary and Benefits

The salary range is $43,998 - $95,320 depending on education/experience plus a generous benefit plan. (based on 24/25) Salary Schedule)

 

About the District

Springfield Public Schools is located in Springfield, Oregon, in the heart of the Willamette Valley, and serves 185 square miles of the city of Springfield and East/Central Lane County.  We are directly to the East of Eugene, where the University of Oregon is located.  We currently have more than 9,000 students, over 1,400 staff members and over 600 teachers in our kindergarten through grade 12 school district.  Springfield Public Schools believes student success is our most important outcome.  The success of our students depends on the collective community coming together to support “Every Student, Every Day” throughout their K-12 education.

 

In Springfield Public Schools, we acknowledge that systemic barriers have perpetuated disparities and disproportionate outcomes for students from historically marginalized populations. We believe that educational equity is about providing every student with the opportunities and resources to thrive, and removing the barriers that have led to the predictability of academic success based on identity. We assert that working for educational equity is the responsibility of each person in our system. 

 

We strive to create welcoming and inclusive cultures and environments that embrace and affirm the identity of each student inclusive of race, ethnicity, disability, family economics, mobility, language, sex, sexual orientation, gender identity, initial proficiencies, immigration status, and religion. We are committed to standing up to bias and discrimination. 

 

We recognize that achieving educational equity is a process of assessment, reflection, and continuous improvement. We engage in these practices so that across our system, teaching and learning can be appropriately varied and responsive to every student, every day. 

 

To learn more about Equity & Inclusion efforts at Springfield Public Schools please click here!

 

About the Position

Springfield Public Schools seeks outstanding candidates for the position of Occupational Therapist. Springfield Public Schools is a wonderful place to work as an Occupational Therapist.  There is a collaborative atmosphere that allows OT's to work with school teams to help meet the needs of the students in the community.  OT's assess and work with students at their school to better help them access their education.  The OT team meets frequently to discuss difficult cases, collaborate, learn, and problem-solve.  Occupational Therapists are a critical part of many IEP teams at the school level; they work with the Principal, academic teams, and behavioral support teams to ensure outstanding services for our students.

 

Qualifications

• Current License by the Oregon Occupational Therapy Licensing Board;
• Preferably two years of experience as an occupational therapist.

 

Skills, Knowledge and Abilities

SKILLS are required to perform multiple, complex, technical tasks including: using assessment instruments; operating equipment used in occupational therapy strategies; to use computer software needed in OT sessions; and preparing and maintaining accurate records.

 

KNOWLEDGE is required to perform mathematical concepts such as probability and statistical inference with regard to standardized testing materials used in occupational therapy; review and interpret highly technical information; speak persuasively to implement desired actions; respond to questions from supervisors, co-workers, parents; analyse situations to define issues and draw conclusions.   Specific knowledge-based competencies required to satisfactorily perform the functions of the job include: age appropriate activities; stages of child development; abnormal development and medical diagnoses related to Special Education; current OT treatment interventions; concepts of grammar and punctuation; safety practices and procedures; knowledge of basic body mechanics and implementation; and regulations and/or laws.

 

ABILITY is required to maintain current reporting, documentation, independently set up complex schedule; determine the need for an occupational therapy evaluation and to select and administer appropriate assessment tools to evaluate the student; develop occupationally-based intervention plans based on evaluation information; participate collaboratively with multi-disciplinary educational teams to develop Individualized Education Programs to meet student needs; and adapt and/or modify environments, equipment, and materials. Flexibility is required to independently work with others in a wide variety of circumstances; and work with a significant diversity of individuals and/or groups. Independent problem solving is required to analyze issues and create action plans. Specific ability-based competencies required to satisfactorily perform the functions of the job include: maintaining confidentiality, meeting deadlines and schedules; working as part of a team; working with detailed information/data; maintaining effective working relationships; and translating therapy data into meaningful educational activities.

 

 

Working Environment

The usual and customary methods of performing the job’s functions require the following physical demands: significant lifting, carrying, pushing, and/or pulling; some climbing and balancing; frequent stooping, kneeling, crouching, and/or crawling; and significant fine finger dexterity.  Daily in-district travel is required.

 

Education

Have successfully completed and graduated from an accredited occupational therapy professional program recognized by NBCOT and have completed all fieldwork requirements.

 

Specific Duties

• Assesses students’ motor skills (e.g. fine motor, gross motor, perceptual-motor, visual motor, hand function, motor coordination, sensory motor/processing, muscle strength, oral motor/feeding) and functional performance in a variety of learning environments (playgrounds, classrooms, lunchrooms, bathrooms) for the purpose of determining program eligibility and developing recommendations for occupational therapy treatment, appropriate modifications or accommodations, and/or curriculum access.

• Screens students for the purpose of determining the need for further individualized assessment.

• Develops treatment plans and/or interventions for the purpose of remediating students’ motor skill deficits within the educational setting and ensuring compliance with regulatory requirements.

• Uses professional judgement to determine what service delivery model is appropriate to meet the student’s educational needs (e.g. direct, indirect service on behalf of the student, consultation, collaboration, group interventions).

• Provides direct occupational therapy services when appropriate for the purpose of developing students’ daily living skills in compliance with established goals and objectives.

• Consults with teachers, parents, staff, and outside professionals for the purpose of providing requested information, developing plans for services, making recommendations and/or coordinating occupational therapy services with those of other disciplines.

• Collaborates with a variety of groups and/or individuals (e.g. parents, teachers, administration, speech and language pathologists, physical therapists, maintenance personnel, educational assistants, team members, physicians, other professionals, etc.) for the purpose of communicating information, resolving issues and providing services in compliance with established guidelines.

• Collaborates with assistive technology professionals to identify appropriate uses of assistive devices and assistive technology.

• Responds to inquiries (e.g. parents, teachers, staff, students, etc.) for the purpose of providing information and/or referral as appropriate.

• Adapts and modifies the environment to meet individual needs and help students function as independently as possible; this may involve initial training of instructional staff for consistency and safe use of equipment.

• Monitors and reassesses the effects of occupational therapy intervention and the need to continue, modify or discontinue intervention.

• Prepares a wide variety of written materials (e.g. daily/weekly schedule, daily notes, treatment plans, evaluations, IEP documentation, reports, treatment recommendations, etc.) for the purpose of documenting activities, providing written reference, and/or conveying information.

• Maintains files and/or records (e.g. daily notes, treatment plans, IEP documentation, etc.) in accordance with professional standards, state guidelines, and school system policy for the purpose of ensuring the availability of information as required for reference and/or compliance.

• Participates in a variety of meetings (e.g. training, workshops, in-services, IEPs, team meetings, etc.) for the purpose of conveying and/or gathering information.

• Within the IEP process: attends IEP meetings; collaborate with the team to identify a student’s annual goals and determine the services, supports, modifications, and accommodations that are required for the student to achieve these goals; prepares written materials for IEP documentation.

• Interprets medical and academic reports for the purpose of providing information and/or ensuring that treatment/intervention plans are appropriate.

• Researches resources and methods (e.g. intervention and treatment techniques, assessment tools and methods, community resources, equipment needs) for the purpose of determining the appropriate approach for addressing students’ functional goals.

• Manages and maintains inventory of therapeutic equipment and transports supplies and equipment to a variety of sites for the purpose of ensuring the availability of items as needed.

• Uses professional Code of Ethics and standards of practice to guide ethical decision-making in practice.

• Participates in continuing education for professional development to ensure practice consistent with best practice and to meet Oregon Licensure requirements every 2 years.

• Prioritizes and schedules work tasks independently.

Other Notes

This is not necessarily an exhaustive or all-inclusive list of responsibilities, skills, duties, requirements, efforts, functions or working conditions associated with the job.  This job posting is not a contract of employment or a promise of guarantee of any specific terms or conditions of employment.  The school district may add to, modify or delete any aspect of this job (or the position itself) at any time as it deems advisable.

 

How to Apply

All postings/applications go through TalentEd Hire.  Go to www.springfield.k12.or.us and click on the “Join Our Team” link.  Locate the Licensed Postings button and click on the link, which takes you to TalentEd Hire. 

Incomplete applications may not be considered.  A complete application includes the following:

• Current resume;
• Complete application form including criminal history, drug-screen consent and affirmative action information forms on TalentEd Hire;
• Equity and Inclusion written statement (see prompt in application);
• Complete set of college/university transcripts (official or unofficial);
• At least three (3) current letters of recommendation from persons qualified to comment on your skills, abilities, and/or preparation for the position.

An Affirmative Action / Equal Opportunity Employer

Springfield Public Schools does not discriminate on the basis of race, color, religion, ancestry, national origin, disability, gender or sexual orientation in admission or access to the treatment of employment in its programs and activities as required by state and federal law.  If you have any complaints, please contact Human Resources at (541) 726-3203.

It is our policy to provide qualifying veterans and disabled veterans with preference in employment in accordance with applicable law.  Applicants wishing to claim veterans' preference must provide the following military documents verifying their eligibility:

 

Veterans: A copy of the applicant's Certificate of Release or Discharge from Active Duty (a federal DD Form 214 or 215), which shows character of service upon discharge OR a letter from the U.S. Department of Veterans Affairs indicating the applicant receives a non-service connected pension.

 

Disabled Veterans: A copy of the applicant's Certificate of Release or Discharge from Active Duty (a federal DD Form 214 or 215), which shows character of service upon discharge AND a copy of the applicant’s veteran's disability preference letter from the U.S. Department of Veterans Affairs (unless the information is included on the DD Form 214 or 215). For veterans’ preference to apply, the required military documents must be submitted at the time of application submission.