We are looking for highly motivated and skilled talent to join our team at District of Columbia Public Schools (DCPS). We seek individuals who are passionate about transforming the DC school system and making a significant difference in the lives of public school students, parents, principals, teachers, and central services employees.
DCPS serves 50,000 students in the nation's capital through the efforts of approximately 4,000 educators in 117 schools. As part of a comprehensive reform effort to become the preeminent urban school system in America, DCPS intends to have the highest-performing, best paid, most satisfied, and most honored educator force in the nation and a distinctive central services staff whose work supports and drives instructional excellence and significant achievement gains for DCPS students.
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 life. OTL spans four core competency areas:
- Curriculum
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Professional learning
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Enrichments and interventions
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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.
Divisions/Teams
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. DSI is comprised of the following programs:
- Related Services: The Related Services Team (Audiology, Occupational Therapy, Physical Therapy, Speech-Language Pathology, and Assistive Technology) is committed to increasing educational access and independence of every student in our schools by providing quality evidence-based interventions to students through the provision IEP, 504, and MTSS services.
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Secondary Transition: The Transition Team oversees the process of preparing students for life after they leave high school, including participation in post-secondary education or training, employment, and community living.
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Modified Instruction & Programming: The Modified Instruction & Programming Team oversees all DCPS self-contained special education classrooms, Extended School Year (ESY), and the Home and Hospital Instruction Program (HHIP).
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Inclusive Instruction & Programming: The Inclusive Instruction & Programming Team supports schools in providing students with disabilities the opportunity to succeed in inclusive settings through accommodations, modifications, and high-quality instruction aligned to grade-level expectations.
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Planning & Effectiveness: The Planning & Effectiveness Team provides division-wide support in the areas of data- and evidence- driven decision making and progress monitoring, budgeting and procurement, and recruitment and hiring.
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Monitoring & School Support & Resolution Team: The Monitoring, School Support, and Resolution Team supports schools in complying with federal statutes, state requirements and regulations, and DCPS best practices. The team provides effective and equitable resolutions to concerns and complaints from students, parents, and third parties raised to DCPS.
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Non-Public & Centralized IEP Team: The Non-Public & Centralized IEP Team is responsible for monitoring the provision of special education and related services to DCPS students placed in non-public, private, and residential environments.
The Related Services Team is committed to increasing educational access and independence of every student in our schools by providing quality evidence-based interventions to students through the provision IEP, 504, and MTSS services.
The Occupational Therapist leads the process in development, implementation, and coordination of the school’s occupational therapy program. Screening, evaluation, educational program and transition planning, therapeutic intervention, and exit planning are provided for students identified with or suspected of having disabilities that interfere with their ability to perform daily life activities or participate in necessary or desired occupations. Professional judgment and clinical knowledge are used to develop individualized programming based on occupational performance deficits in the areas of personal care, student role, interaction skills, process skills, play, community integration/work, and graphic communication. The Occupational Therapist will regularly collaborate with other disciplines and services, as well independently review outcomes and modify intervention programs. Clinical reasoning and professional judgment are essential to ensuring the safety of students and protecting liability of the school and the therapist.
This position has been designated as Safety Sensitive. Pursuant to section 410 of Chapter 4 of the D.C. Personnel Regulations; in addition to the general suitability screening, individuals applying for or occupying safety sensitive positions are subject to the following checks and tests: Criminal background check; Sex Offender Registry check; Pre-employment drug and alcohol test; Traffic record check (as applicable); Reasonable suspicion drug and alcohol test; and Post-accident or incident drug and alcohol test.
The Occupational Therapist (10-Month) will report to the Manager, Occupational Therapy and Physical Therapy.
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 occupational therapist for assessment and implementation of individualized education programs for students with special needs in assigned schools.
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Develops individualized goals and objectives to facilitate eligible students' active participation/acquisition of functional performance skills in self-maintenance, academic and vocational pursuits, and leisure/play activities that occur in school environments.
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Prepares both written and oral reports, and presentations for determining students' eligibility for special education services.
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Utilizes direct and indirect services, assistive technology, and/or environmental modifications to implement special educational programming to provide for the development of sensory-motor, perceptual or neuromuscular functioning and emotional, motivational, cognitive, or psychosocial performance.
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Maintains confidential files which include assessments, reviews, test results, IEPs, documentation of consultations, and service capture logs.
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Consults with DCPS general and special education staff, parents, and community partners.
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Participates in planning team meetings for students and discusses the student’s response to OT treatment; makes recommendations to enhance student’s function in other areas; and may make or recommend referrals to other disciplines as appropriate.
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Reviews and interprets independently generated therapy and medical reports; and serves as a resource in reporting findings to other health care and related service providers.
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Attends administrative due process hearings (and other court proceedings), eligibility conferences, and other meetings.
- Bachelor's degree if awarded prior to 2007.
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If bachelor's degree awarded after 2007, master’s degree from an accredited university in occupational therapy.
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Previous exposure to, or experience in the education sector preferred.
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Licensed by the DC Department of Health (DOH) - Board of Occupational Therapy.
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Compliance with Medicaid requirements.
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New graduates welcomed.
- STUDENTS FIRST: We recognize students as whole children and put their needs first in everything we do.
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COURAGE: We have the audacity to learn from our successes and failures, to try new things, and to lead the nation as a proof point of PK-12 success.
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EQUITY: We work proactively to eliminate opportunity gaps by interrupting institutional bias and investing in effective strategies to ensure every student succeeds.
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EXCELLENCE: We work with integrity and hold ourselves accountable for exemplary outcomes, service, and interactions.
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TEAMWORK: We recognize that our greatest asset is our collective vision and ability to work collaboratively and authentically.
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JOY: We enjoy our collective work and will enthusiastically celebrate our success and each other.
