Job Title: Physical Therapist (10 month)
School Year: 2021-2022
The Office of Social Emotional Academic Development works with the Chancellor to ensure coherence in the educational experience for our students, families, and schools. Our goal is to initiate change and lead DC Public Schools into the highest performing school district in the nation. We are currently in the process of creating our next strategic plan. After engaging with over 3,000 internal and external stakeholders to help shape the future of DCPS, our draft strategic priorities include:
- Promote Equity: Define, understand, and promote equity to close achievement gaps and interrupt institutional bias.
- Empower Our People: Recruit, develop, and retain a talented, caring, and diverse team.
- Educate the Whole Child: Provide rigorous, joyful and inclusive academic and social emotional experiences for all students.
- Ensure Excellent Schools: Increase the number of high quality schools across the district by defining blended autonomies for schools and creating opportunities for innovation.
- Engage Families: Deepen partnerships with families and community.
The mission of the Office of Teaching and Learning (OTL) is to deliver high-quality instructional resources, enhance classroom practice and scale effective programs to increase DCPS student achievement and prepare all students for success in college, career, and (see application details) spans four core competency areas:
- Professional learning;
- Enrichments and interventions; and
- Formative assessment.
Team members support school-based staff in implementing DCPS's existing academic programs while simultaneously working to rethink and redesign school programming, academic and curricular resources and educator professional development.
The Division of Specialized Instruction (DSI) works to provide a high quality continuum of services in an inclusive environment so every student with disabilities is prepared for success in college, career, and life. The division works with schools to design, implement, and monitor programs and supports for students with disabilities.
The Physical Therapist leads the process in development, implementation, and coordination of the school's physical therapy program. Screening, evaluation, educational program and transition planning, therapeutic intervention, and exit planning is provided for students identified with or suspected of having disabilities that interfere with their ability to access and participate in their educational setting due to lack or reduction of basic skills and abilities in gross motor function, balance and equilibrium, orthopedic status, motor planning, development or functional activities, range of motion, postural tone, gait, reflex integration, and kinesthesia. This position is a safety-sensitive position. As a result, throughout employment this position will be subject to the Employee Mandatory Drug and Alcohol Testing Policy.
The Physical Therapist (10 month) will report to the Manager, Occupational and Physical Therapy.
Essential Duties and Responsibilities
The below statements are intended to describe the general nature and scope of work being performed by this position. This is not a complete listing of all responsibilities, duties, and/or skills required. Other duties may be assigned.
- Serves as the school-based physical therapist for screening, assessment and implementation of individualized education programs (IEP) for students with special needs, Individual Service Plans (ISP), RTI Plans, 504 Plans in assigned schools.
- Develops individualized goals and objectives, treatment plans, interventions and/or educational materials from the IEP/ISP/RTI Plan/504 Plan for the purpose of remediating students' motor skill deficits and ensuring compliance with regulatory requirements.
- Prepares written/oral reports/presentations for determining student's eligibility for special education services, Individual Service Plans (ISP), RTI Plans, and 504 Plans in assigned schools.
- Utilizes direct and indirect services, assistive technology and/or environmental modifications to implement special educational programming and to provide for the development of students' gross motor and development skills (e.g. perceptual-motor, motor coordination, sensory development, muscle strength, etc.).
- Maintains confidential files which include assessments, reviews, test results, IEPs, ISPs, RTI Plans, 504 Plans, documentation of consultations, and Service Tracker Forms.
- Consults with DCPS regular and special education staff, parents, and community resources.
- Participates in planning team meetings for students and discusses student's response to PT treatment; makes recommendations to enhance student's function in other areas; and may make or recommend referrals to other disciplines as appropriate.
- Reviews and interprets independently generated therapy and medical reports; and serves as a resource in reporting findings to other educational staff, health care and related service providers.
- Attends administrative due process hearings (and other court proceedings), eligibility conferences, and other meetings.
- Bachelor's degree from an accredited Physical Therapy Program.
- Minimum of one to two years of school-based PT experience. This may include PT field work experience.
- Licensed by the District of Columbia Department of Health Board of Physical Therapy.
- Strong communication skills, oral and written, and an ability to prepare clear and concise reports.
- Knowledge and ability to administer and interpret standardized tests related to the discipline.
- Awareness of new developments in the field of school physical therapy through membership and participation in professional organizations and through professional reading and other appropriate continued education activities.
- Ability to work in a multi-disciplinary team environment.
- Knowledge of the fundamentals of IDEA and its impact in the discipline.
- Ability to interact positively with parents and families.
- Ability to use and interpret data.
Personal Qualities of Top Candidates
- Commitment to Equity: Passionate about closing the achievement gap and ensuring that every child, regardless of background or circumstance, receives an excellent education.
- Leadership: Coaches, mentors, and challenges others to excel despite obstacles and challenging situations.
- Focus on Data-Driven Results: Relentlessly pursues the improvement of central office performance and school leadership, instruction, and operations, and is driven by a desire to produce quantifiable student achievement gains.
- Innovative Problem-Solving: Approaches work with a sense of possibility and sees challenges as opportunities for creative problem solving; takes initiative to explore issues and find potential innovative solutions.
- Adaptability: Excels in constantly changing environments and adapts flexibly in shifting projects or priorities to meet the needs of a dynamic transformation effort; comfortable with ambiguity and non-routine situations.
- Teamwork: Increases the effectiveness of surrounding teams through collaboration, constant learning and supporting others; sensitive to diversity in all its forms; respects and is committed to learning from others.
- Dependability: Does whatever it takes to consistently deliver with high quality under tight deadlines; successfully manages own projects through strong organization, detailed workplans, and balancing of multiple priorities.
- Communication and Customer Service Skills: Communicates clearly and compellingly with diverse stakeholders in both oral and written forms; anticipates and responds to customer needs in a high-quality and courteous manner.