Certified Occupational Therapist Assistant (HC)

Oswego-Community-Unit-School-District-308; Oswego Township (IL); Vor Ort; USD 30.000 - 39.000; Vollzeit

Zusammenfassung

The Occupational Therapist Assistant (COTA) serves students at Hunt Club Elementary School under supervision of a licensed OT, delivering school-based therapy to maximize learning and functional skills. The role emphasizes collaboration with IEP teams, teachers, and families to support student progress within the school day.

Ideal candidates hold an OTA program degree (associate or bachelor), Illinois licensure, and have NBCOT COTA exam clearance, with preferred experience supporting students

Qualifikationen

• Requires an Associate’s degree (or Bachelor’s) from an accredited occupational therapy assistant program, followed by passing the NBCOT COTA exam.
• Illinois Licensure as an Occupational Therapist.
• Previous experience with individuals with special needs preferred.
• Experience in educational settings desirable.

Aufgaben

• Provide occupational therapy services under the supervision of an OT to support students’ learning and daily activities.
• Develop and implement therapy plans aligned to IEPs/MTSS; monitor progress and adjust interventions.
• Collaborate with teachers, families, and other school personnel to facilitate student access to the general education curriculum.

Kenntnisse

NBCOT COTA exam

Illinois licensure

Special needs experience

Education-focused OT

Team collaboration

Ausbildung

OTA program degree (Associate’s or Bachelor’s)

Jobbeschreibung

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Frontline Applicant Tracking - Community Unit School District No. 308

Certified Occupational Therapist Assistant (HC) JobID: 17198

• Date Posted:
  10/22/2026
  
• Location:
  Hunt Club Elementary School
  

COMPENSATION: Hourly wage is based on Level of Qualifications. *Please note that the hourly rate of pay will be inclusive of the mandatory 4.5% retirement contribution to the Illinois Municipal Retirement Fund (IMRF).

QUALIFICATIONS:

• Requires an Associate's degree (or bachelors) from an accredited occupational therapy assistant program, followed by passing the national NBCOT COTA exam
• Illinois Licensure as an Occupational Therapist
• Previous experience with individuals with special needs preferred
• Previous experience with occupational therapy in educational settings desirable
• Ability to establish and maintain effective working relationships with students, families, team members, and others

WORKING CONDITIONS & PHYSICAL REQUIREMENTS:

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodation may be made to enable individuals with disabilities to perform essential functions. While performing the duties of this job, the employee is regularly required to travel district-wide to multiple work locations as assigned; to stand, stoop, bend, reach, and exert force up to 50 lbs. to lift, pull, push or move objects, May be required to lift and transfer students to and from wheelchair or assist with positioning students with physical disabilities. The employee must exhibit dexterity of hands and fingers to operate equipment.

GENERAL DESCRIPTION:

The Occupational Therapist provides therapy to students eligible for related services, which is designed to maximize their potential for learning in the school environment, to maximize their ability to function in all environments, and educate them in how to maintain functional physical skills.

SPECIFIC RESPONSIBILITIES:

1. Professional Knowledge and Application

Demonstrates knowledge of occupational therapy principles, strategies, and evidence-based practices to support students' functional performance and participation in the educational environment. Applies this knowledge when implementing assigned interventions under the supervision of the OTR, adapting activities and using appropriate therapeutic techniques within the established intervention plan. Utilizes clinical observations and knowledge of student needs to support educational access, independence, and participation in school routines. Communicates student progress, response to intervention, and concerns to the supervising OTR and collaborates with educational team members to promote effective, student-centered services within the COTA's scope of practice.

• Understands current legislation, regulations, policies, litigation, and ethical issues related to the provision of educational therapy services, including least restrictive environment, due process, assessment, discipline, transition, supplemental services and supports, specialized health care and assistive technology, to individuals with all types of disabilities across the age range.
• Demonstrates through planning and preparation, extensive skill and knowledge in the area of Occupational Therapy. Develops physical/motor focused plans based on student needs and evaluation results.
• Collaborates with other disciplines to ensure team understanding of student physical/motor performance strengths and needs, through evaluation, educational program planning, and service delivery.
• Understands characteristics of individuals with disabilities across the age range, including levels of severity and multiple disabilities and their influence on development, behavior and learning; with knowledge about the impact of language disorders, processing deficits, intellectual cognitive abilities, behavioral/emotional/social disorders, and physical (including sensory) disabilities on learning and behavior.
• Plans and prepares therapy specific to individual student's level, learning style, and cultural background as well as to the characteristics of the task and environment.
• Provides on-going consultation to teachers and educational personnel regarding strategies specific to supporting student development and implementation/utilization of skills through IEP's or MTSS.
• Maintains strong knowledge of typical motor, cognitive, and social developmental characteristics of each age, expectations of general developmental patterns and the extent to which each student follows patterns and uses this knowledge in the development, adjustment, and refinement of plans/presentation of tasks.
• Demonstrates understanding of the Common Core and effective therapy strategies and resources for teaching the scope and sequence in the academic, communication, social, and vocational curricular domains in the general curriculum.
• Collaborates with OTR on observable/measurable goals that identify current levels of ability/performance and expected outcomes through growth
• Consults consistently with school personnel/IEP team members regarding educational goals and the implication of medical/physical issues.
• Utilizes strong organizational skills and flexibility to establish and maintain appropriate schedules for direct service, consultation, and assessment.
• Monitors, inventories, and helps maintain OT equipment.
• Plans and prepares for IEP and parent meetings.

2. Delivery of Service and Practices

The COTA provides occupational therapy services under the supervision of a licensed Occupational Therapist (OTR), consistent with the Illinois Occupational Therapy Practice Act, applicable rules and regulations, and district procedures.The COTA implements assigned interventions in accordance with the student's established occupational therapy plan and IEP, as applicable. Responsibilities include supporting students' participation in educational routines and activities, documenting service delivery and student performance, monitoring responses to intervention, communicating progress and concerns to the supervising OTR, and collaborating with educational team members to support the student's functional performance and access to the school environment.

• 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)
• Creates and presents therapy activities and provides consultation suggestions that are highly relevant to students and IEP goals; follows an organized progression, and reflects recent professional research. Adjusts the scope and rigor of therapy sessions based upon student progress and capabilities; with consideration of age, diversity, sensory needs and medical implications as part of the therapy sessions.
• Delivers therapy sessions that are adequately paced allowing for on-going adjustments. Overall therapy time is efficiently utilized and is adjusted within the course of the school day/week.

3. Assessment

The COTA contributes clinical observations and feedback to inform ongoing intervention but does not independently conduct occupational therapy evaluations, establish the occupational therapy plan, or make independent decisions regarding changes to the plan of care. The supervising OTR retains responsibility for professional evaluation, intervention planning, and oversight of occupational therapy services, consistent with applicable supervision requirements.

• COTA is responsible to collaborate with OTR for goal data and progress monitoring
• Collaboration with OTR throughout the evaluation process
• COTA is responsible for goal/progress updates
• COTA can attend Evaluation Meetings with the OTR

The Occupational Therapist uses an understanding of individual, group motivation and behavior to create a therapy environment that encourages positive social interaction, respect and rapport. This environment creates a positive culture with active engagement in learning and self-motivation while managing classroom procedures and student behavior.

• Establishes standards of conduct by effectively implementing classroom and individual behavioral and sensory management plans and is able to monitor students in a subtle and preventative manner; engages students in self-monitoring.
• Understands the characteristics of environments, including materials, equipment, and spatial arrangements, that facilitate development, learning and interaction among students with extensive knowledge of modifications within the learning/therapy setting to meet student needs.
• Skillfully evaluates the environment on an ongoing basis and maintains a learning environment that meets the needs of students as they grow, develop, or experience medical or physical changes.
• 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.

5. 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 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 and outside therapists for students when appropriate, and understands the reciprocal relationship of sharing confidential information with these individuals.
• Maintains appropriate documentation of family/teacher communications displaying high priority of communication between home and school as well as timely communication with teachers and educational personnel within the building.
• Consults and collaborates with other school personnel in gathering and giving information in establishing and planning for respective roles in the modification of the student's sensory, motor, and functional needs.
• 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.

6. 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; constantly pursuing professional development opportunities and researched based supports in communication abilities.

• Provides frequent and appropriate information to families about the methods utilized within therapy sessions and conveys information about individual student progress in a culturally sensitive manner.
• Maintains highly effective data management system for monitoring student progress, including service logging; consistently reflecting upon the best practice and refining services to meet needs of individual students.
• Consistently demonstrates high professional judgment and advocates/models for others within the educational setting and community.
• Understands the scope of his or her practice and seeks additional resources and assistance as needed to meet the individualized needs of students; seeks out professional development strategies to stay current on researched based instructional strategies, services and professional growth.
• Demonstrates quality preparation and participation for meetings/activities; displays strong capabilities in presentation of information both verbally and in writing; and creates professionally written reports reflective of student progress.
• Demonstrates knowledge of rights to privacy, confidentiality, and respect for differences among all persons interacting with individuals with disabilities.
• Observes and follows all District policies and procedures; maintains high levels of professionalism and commitment through punctuality and attendance.
• Performs other related duties as assigned.

Postings current as of 10/24/2026 7:11:36 AM CST.

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