Early Childhood Occupational Therapist (.60 FTE)

id='p1346_'>Early Childhood Occupational Therapist (.60 FTE) JobID: 1346

Position Type:

Student Support Services/Occupational Therapist

Date Posted:

7/14/2026

Location:

District

Date Available:

08/27/2025

Closing Date:

Until Filled

Additional Information: Show/Hide

The Winnetka Public Schools District 36 has an opening for a part-time (.60 FTE) Occupational Therapist for the 2026-2027 School Year effective August 24, 2026.

JOB TITLE: OCCUPATIONAL THERAPIST

LOCATION: District 36

CHARACTERISTICS: 180 day school year contract

REPORTS TO: Assistant Superintendent of Student Services, Equity & Inclusion

SUPERVISES: n/a

EVALUATION: Evaluated annually by the Assistant Superintendent of Student Services, Equity & Inclusion

OVERVIEW OF THE POSITION

The Occupational Therapist is a member of a multidisciplinary school team that assists in identifying students who require additional support to successfully participate in their educational environment. Occupational therapists use their expertise to support academic and non-academic outcomes, facilitate fine motor, and visual motor development and sensory motor performance; promote independence in activities of daily living and pre-vocational skills; and improve functional skills through training, adaptations, and use of specialized equipment. This position requires direct interaction with the students, as well as the development and implementation of educational plans with teachers, administrators, and parents.

RESPONSIBILITIES/DUTIES

ESSENTIAL JOB FUNCTIONS:

• Professional knowledge and application:

• The Occupational Therapist understands the philosophical, historical, and legal foundations of special education.

• The Occupational Therapist understands how students differ in their approaches to learning; creates learning/skill-building opportunities that are adapted to diverse learners; understands planning; and designs services for adaptive and academic outcomes based on knowledge of the discipline, student, community, and curriculum goals

• Understands current legislation, regulations, and professional ethics related to issues in providing educationally relevant therapy services.

• Understands the role of assistive technology related to improved outcomes related to communication needs.

• Demonstrates understanding of the role of executive functioning and planning school-based interventions related to motor and sensory integration for students in academic and in adaptive settings.

• Understands behavioral symptoms of neurological, psychiatric, and motor-related disabilities and the influence on development related to learning and appropriate intervention/services.

• Demonstrates an understanding of contemporary practices and findings related to occupational therapy or related research fields.

• Delivery of service and practice

• Develops effective treatment plans and interventions for small groups, whole groups, and individuals related to planning, sensory, and motor integration needs.

• Provides meaningful consultation to teachers and team members related to sensory, motor integration, and planning for improved academic and adaptive outcomes.

• Provides services for students through a preventative framework of MtSS as well as those identified through 504 or IDEA.

• Develops observable/measurable and demonstrates progress towards goals that identify current levels of ability/performance and expected outcomes through growth, while assisting the team in clear wording to document student progress towards established benchmarks/objectives.

• Develops short and long-range plans consistent with curriculum/personal goals, learners' diversity, and learning theory; developed through collaboration with administration and teachers.

• Plans and prepares for IEP and parent meetings as a collaborative team member.

• Effectively utilizes a variety of therapy strategies for adapting or modifying the general curriculum to meet the needs of individual students. Implements strategies utilizing longitudinal, outcome-based skill levels with the identification of priorities, including social, language, academic, motoric, sensory, cognitive and vocational skills across life skill domains (i.e. domestic, recreation/leisure, vocational, and community); and uses appropriate measurement tools to assist in the assessment of strategies.

• Applies knowledge and use of occupational therapy theories, models of practice, principles, and evidence-based practice to guide intervention decisions.

• Creates and presents therapy activities and provides consultation suggestions that are highly relevant to students and IEP goals; follows an organized progression, and adjusts the scope and rigor of therapy sessions based upon student progress and capabilities; with consideration of age, diversity, sensory needs and medical

• Skillfully documents and records accurate student assessment data on an on-going basis.

• Creates physical space for services and assessment that is highly organized and inviting; respecting aspects of organization, schedules, routines and transitions that promote development and learning.

• Provides a routine and consistently adjusts the routine/structure to meet the needs of individual students.

• Understands ways in which technology can assist with creating and managing the learning environment, incorporating the verbal and visual redirection and classroom expectations and provides/seeks consultation/collaboration with Assistive Technology Specialists.

• Collaborative Relationships

• The Occupational Therapist understands his or her role as a professional, establishing high standards of reciprocal collaborative relationships with students, families, community and educational personnel, and provides continual leadership in the development of relationship building.

• The Occupational Therapist understands self-reflection, the importance of active participation in problem-solving teams; importance of the development of programs or systems of care that support and enhance the health, social and emotional well-being, and safety of students.

• Works collaboratively with community agencies, families and outside therapists for students when appropriate, and understands the reciprocal relationship of sharing confidential information with these individuals.

• Continually assesses and takes a leadership role in communicating to problem solve with staff to best meet the physical needs of students.

• Provides leadership to support students in establishing collaborative relationships with peers, adults and development of advocating for self as to the functional skills/needs students have within the educational setting and generalization to the community.

• Professional Conduct, Leadership, and Professional Growth

• The Occupational Therapist understands his or her role as a professional, maintains standards of professional conduct, and provides leadership to improve students' learning and well-being.

• The Occupational Therapist understands self-reflection, the importance of efficient data collection and manipulation; constant pursuit professional development opportunities, and researched-based supports in communication abilities.

• Maintains a highly effective data management system for monitoring student progress, including service logging; consistently reflecting upon the best practice and refining services to meet the needs of individual students.

ADDITIONAL JOB FUNCTIONS:

Performs other duties as directed by the Assistant Superintendent of Student Services, Equity & Inclusion.

OCCUPATIONAL CERTIFICATES/LICENSES/ QUALIFICATIONS

• Current license from the State of Illinois, Department of Financial and Professional Regulation (IDFPR). Current certification from the National Board for Certification in Occupational Therapy (NBCOT).
• Must be physically able to provide therapy to students ages 2 through 21.
• Ability to travel within the Winnetka School District school buildings as necessary.
• Pediatric and special education experience preferred.
• Thorough knowledge of the philosophy, principles, and practices of Occupational Therapy as it relates to school-based practice.
• Knowledge of specialized equipment related to adaptive equipment, technology and positioning, and skills to use appropriately.
• Knowledge of typical and atypical motor development.
• Knowledge of current federal and state laws related to the education of students with disabilities.
• Clearance of FBI Background check required; Successful completion of Faith's Law/EHR requirements.
• Physical Exam within last year of hire date.
• Valid First Aid/CPR Cards preferred.

PHYSICAL REQUIREMENTS

• To perform the physically demanding job functions, strength and/or endurance for lifting, carrying, pushing, and/or pulling are frequently required. Moderate degree of physical stamina with occasional lifting of 10 to 15 pounds and occasional lifting up to 50 pounds required in the physical assistance of students with special needs.
• To perform the most physically demanding job functions, the physical capability of climbing is occasionally required and balancing is frequently required.
• To perform the most physically demanding job functions, the physical body movement of stooping, kneeling, crouching and/or crawling is frequently required.
• To perform the most physically demanding job functions, the upper extremity physical capabilities reaching, handling, and/or fine motor dexterity are frequently required.
• Exposure to temperature extremes is seldom or not present.
• Exposure to hazardous conditions (e.g. mechanical, cuts, burns, infectious disease, high decibel noise, etc.) is occasionally present.
• Frequency of exposure to injury to self and/or others is occasionally or frequently present.

TERMS OF EMPLOYMENT

Salary and fringe benefits will begin at $65,000+ (dependent upon years of experience) and reviewed annually by the School Board. Salary for this position will be prorated to 60% of the applicable full-time salary schedule.