Occupational Therapist (2026-2027 SY)

FRAMINGHAM PUBLIC SCHOOLS

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Occupational Therapist
Department of Special Education

2026-2027 School Year

Click here for more information about our amazing benefits!

• Occupational Therapist

• Valid Massachusetts Class D Drivers License or other means of transportation.

• Educational Requirement: A Masters Degree (or higher) from an accredited college or university in Occupational Therapy.

• Professional Experience:A minimum of five (5) years of successful clinical or school-based occupational therapy experience in a diverse environment with a strong preference for candidates experienced in pediatric therapy the special education process and supporting students with disabilities (IEPs and 504 plans).

• Language Proficiency: Bilingual proficiency in Spanish and/or Portuguese is strongly preferred.

• Communication: Strong oral and written communication skills; ability to present information clearly and respond effectively to questions from students staff parents and community members.
• Analytical Problem Solving: Sound reasoning and problem-solving skills to evaluate information define problems collect data establish facts draw valid conclusions and recommend appropriate courses of action.
• Evidence-Based Practice: Capacity to read analyze and interpret professional literature technical procedures and governmental regulations to inform educational and practice decisions.
• Relationship Building: Ability to establish and maintain positive effective working relationships with students families colleagues and the community.
• Cultural Proficiency: Demonstrated cultural proficiency and competence in working equitably and inclusively with students and families from diverse backgrounds.
• Professionalism Attendance & Composure: Maintain regular and punctual attendance to support district operations. Exhibit professionalism and composure in responding to unpredictable or challenging situations maintaining a proactive reflective and solution-focused approach to supporting student growth.
• Organization & Time Management: Strong organizational and time-management skills to work independently prioritize tasks and manage multiple projects.
• Data-Driven Decision Making: Ability to use data effectively to inform educational or clinical decisions and improve student outcomes. Experience evaluating student skills interpreting assessment data and writing clear concise reports.
• Collaboration & Leadership: Strong collaborative coaching and leadership skills to support student programming and participate in team settings. Willingness to plan coordinate and participate in ongoing professional learning and staff development.
• Technology Proficiency: Proficiency in using technology and willingness to learn new tools; ability to operate a computer and utilize software including Google Workspace for Education.
• Compliance & Confidentiality: Commitment to performing all duties in compliance with district requirements state and federal laws and Framingham Public Schools policies. Ability to maintain strict confidentiality of sensitive information and student records (FERPA/IDEA).
• Clinical Assessment: Ability to select administer and interpret standardized and non-standardized occupational therapy assessments (e.g. fine motor visual-motor sensory processing activities of daily living) to determine the impact on a students educational access.
• Therapeutic Intervention:Ability to plan and implement evidence-based therapeutic interventions providing in both pull-out and push-in/inclusive settings that align with the students Individualized Education Program (IEP) and overarching school goals.
• Environmental Modification: Expertise in analyzing classroom environments and recommending physical modifications seating and positioning solutions or sensory accommodations to reduce barriers to learning.
• Assistive Technology: Proficiency in evaluating for implementing and training staff on the use of low-tech and high-tech assistive technology and adaptive equipment to enhance student independence.
• IEP & Goal Development: Ability to translate complex clinical evaluation data and medical reports into measurable legally defensible and curriculum-aligned IEP goals and objectives.
• Specialized Educator Coaching: Ability to consult with and coach general and special education teachers on implementing sensory diets fine motor strategies and environmental accommodations within the classroom setting.
• Regulatory Knowledge & Billing: Specialized knowledge of the Massachusetts Board of Allied Health Professions regulations IDEA and state special education laws (603 CMR 28.00). Ability to maintain accurate service logs and documentation compliant with the Massachusetts School-Based Medicaid Program (SBMP).

I. Therapeutic Planning and Intervention

• Formulate comprehensive plans and goals to improve student functional abilities.
• Deliver direct services for sensory-motor dysfunction fine/gross motor development and activities of daily living (ADL).
• Verify eligibility and develop specific Plans of Care for Medicaid-eligible students including instructions for the interdisciplinary team.

II. Environment and Equipment Adaptation

• Analyze and modify educational environments for student independence.
• Select design or fabricate specialized equipment to address neuromuscular deficits and needs.
• Provide guidance on structuring classrooms and school spaces to support naturalistic learning.

III. Evaluation and Progress Monitoring

• Conduct formal evaluations to determine functioning levels relative to age and educational placement.
• Maintain accurate daily records for attendance progress and Medicaid requirements; write detailed IEP reports.
• Ensure all evaluations and records align with Massachusetts Special Education laws and policies.

IV. Professional Consultation and Collaboration

• Provide expert insight into how physical/sensory challenges impact learning and participate in IEP meetings.
• Coordinate goals with medical agencies and demonstrate developmental strategies to families for home intervention.
• Serve as the primary liaison and mentor for OT therapy students and interns.
• Establish therapy schedules and manage materials and equipment effectively.

Other reasonable duties as assigned by the Principal.

• Mobility & Navigation:Must move about and traverse throughout school buildings and grounds frequently. May be required to navigate quickly across even or uneven surfaces to respond to student needs or emergencies.
• Stationary Tasks:Often remains in a stationary position for considerable periods of time for instruction administrative tasks reporting and data entry.
• Sensory Requirements:Must be able to see and hear continuously to ensure student safety provide instruction and respond to the environment.
• Communication:Must communicate effectively and clearly with students parents and staff in person via email and on the telephone.
• Manual Dexterity & Technology:Frequent use of hands to finger handle or feel. Must be able to operate a computer input digital/printed data and use other office productivity machinery.
• Working Environment:Works in a school setting with moderate-to-high noise levels. While most of the workday is spent inside must occasionally spend time outdoors for recess transitions and special activities.
• Interaction & Focus:Must interact routinely with students parents and staff meet multiple demands simultaneously and maintain focus amid frequent interruptions.
• Dynamic Positioning & Interaction:Must frequently reach sit stoop kneel crouch or crawl to interact with early childhood or physically disabled students at their eye level and to facilitate therapeutic floor activities.
• Heavy Lifting & Transferring:Ability to lift transfer and/or move at least 40 lbs safely. This includes lifting or positioning children moving heavy therapy/play equipment and utilizing adaptive medical equipment (e.g. standers specialized seating).
• Physical Assistance & Hand Strength:Must be able to physically assist students who have mobility or physical difficulties. Requires specific hand strength and manual dexterity to grasp therapeutic tools adjust adaptive equipment and provide physical prompting/support.
• Behavioral Safety Interactions:May require physical interaction with students who have difficulty controlling their behavior which includes the potential for receiving injuries from aggressive students. Must be able to implement safe physical management strategies when necessary.
• Hygiene & Exposure:Directly responsible for student safety and well-being during Activities of Daily Living (ADLs).

• Building Principal(and/or designee)
• The performance of this job will be evaluated as per the FraminghamTeacher AssociationContract.

• None

• This position is classified as Exempt (Salaried).

• Covered under Framingham Teachers Association (Unit A) Contract.
• Work Year: 185 days (Ten Months)

• The District reserves the right to transfer personnel as needed.

Required Experience:

IC