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2017-18 Occupational & Physical Therapist Candidate Pool
Minneapolis Public Schools | Minneapolis, Minnesota
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Job Description

Below is specific information for you to consider about this position.

Job Title: 2017-18 Occupational & Physical Therapist Candidate Pool and Requisition ID number: 47613

Site: Locations may vary on a routine basis.

Close Date: No established closing date; open until filled

Full/Part Time: Varies

Union: Teachers(04)

Functional Area: Teaching

This position is a candidate pool and not a specific position at a school or department. This position may require an initial screening interview before being placed into the Candidate Pool. There may not be an available position(s) at the time of application but positions can become available at any time. The candidate pool is used to refer qualified applicants to the site/department with the open position. Human Resources will process your application, and once approved, your name will be sent to the Site(s) and or Department(s) with available positions.

Resume and Cover Letter are mandatory to apply for any position.



Occupational Therapy:

  • 1.0 FTE - ECSE/Wilder, Birth-3 Intervention (2 positions available)
  • 1.0 FTE - Pre-school-High School citywide (2 positions available)


Apply now to be considered for 2017-2018 positions! Now accepting applications for all content areas.

First, submit your application; if you meet minimum qualifications, you will receive an invitation to participate in a screening interview. Candidates who pass screening will have an opportunity to apply for open positions at specific MPS schools as they become available this spring and summer. To learn more about the hiring process for teaching positions, visit http://bit.ly/TeachMPS or call the Office of Human Capital at 612-668-0500.


We are a diverse and dedicated team, proud to be tasked with educating more than 35,000 Minneapolis kids every year. We believe in the achievement of every student in every classroom. We are building a workforce that is equipped to provide our students with the education and resources they need to succeed by consistently investing in the growth of our employees and doing what it takes to keep and grow our talented staff.


At MPS, we work collaboratively to find innovative ways to connect with every single one of our students — no matter which languages they speak, or which corner of the city or the world they come from. We celebrate the diversity of our students and staff and the unique perspective each person brings to our learning community by supporting the individual needs of each student – and by caring for and supporting one another as we take on new challenges every day.


When you teach at MPS, leading effective lessons in class is just the beginning. You’ll collaborate with other passionate educators, customize your instruction to engage students of all different abilities, find ways to both challenge and encourage young minds, and create an environment where children feel safe and respected.


Occupational Therapists (O.T.s) in the educational setting are responsible for providing appropriate occupational therapy intervention services designed to enhance the student’s potential for learning. They assist the student in acquiring those functional performance skills needed to participate in, and benefit from, the educational environment, and to help the student function independently. Occupational therapists work to improve develops, restore, or maintain a child’s active participation, self-maintenance, work, and leisure and play in educational environments. Their role includes assessment and planning, goal development, implementation, and monitoring for students receiving special education. Occupational therapists are considered related service personnel as is consistent with state and federal law.


Essential functions, as defined under the Americans with Disabilities Act, may include any of the following representative duties, knowledge, and skills. This list is ILLUSTRATIVE ONLY, and is not a comprehensive listing of all functions and duties performed by incumbents of this class. Employees are required to be in attendance and prepared to begin work at their assigned work location on the specified days and hours. Factors such as regular attendance at the job are not routinely listed in job descriptions, but are an essential function. Essential duties and responsibilities may include, but are not limited to, the following:

  • Conduct appropriate evaluation procedures for students with special needs and communicate the results and recommendations to educational staff and families through written reports and verbal communication.
  • Provide re-evaluation of students focusing on areas of need at intervals determined to be educationally relevant.
  • Participate in meetings as a member of the interdisciplinary team.
  • Participate in the development of Individual Education Plans, Individual Family Service Plans, or Individual Interagency Intervention Plans for children found to have special education needs.
  • Complete documentation that is professional, efficient, and accountable and conforms to state and district policy.
  • Provide direct and indirect occupational therapy to children with educational needs in educational environments.

The focus of these services may include but are not limited to a child’s

  • Activities of daily living
  • Classroom work and productive activities
  • Accommodations and/or adaptations
  • Play or leisure activities
  • Sensorimotor components of performance
  • Cognitive integration and cognitive components of performance
  • Psychosocial skills and psychological components of performance
  • Supervise Occupational Therapist Assistants.
  • Train and monitor educational staff that carry out indirect therapy programs.
  • Provide consultation to the educational system regarding student needs, professional needs, and system needs in order that the district may achieve its goals and objectives.
  • Collaborate with other school personnel and families regarding occupational therapy and children’s needs.
  • Promote occupational therapy in the larger community.
  • Travel to and among schools or community sites to provide services.
  • Lift, transfer and position children and equipment as necessary to provide occupational therapy.
  • Work within case manager systems where relevant.
  • Maintain and be accountable for the therapy inventory and equipment used with students.
  • Participate in professional growth activities and continuing education opportunities.
  • Participate in Third Party billing for those students who are eligible.
  • Acquire knowledge of the goals of the Minneapolis Public School District Improvement Agenda and site/school goals. Work to support and achieve those goals.
  • Establish developmentally appropriate instructional and behavioral expectations for students and for self and communicate those to students and their families.
  • Facilitate positive interactions between students and teacher, student and peers and student and other adults.
  • Model learning and behavior consistent with the expectations for students.
  • Participate in ongoing and regular staff, team and individual professional development.
  • Collaborate with peers to develop, plan and implement best practices based on the needs/abilities of the students.
  • Participate in site-based management and shared decision-making.
  • Always keep the students’ needs and rights first and foremost in any educational decision-making.
  • Have a working knowledge of and implement the Minnesota State Standards and the District Graduation Requirements.


Education, Training, and Experience Guidelines

  • Bachelor’s, Master’s or Doctorate in occupational therapy from a school accredited by the American Occupational Therapy Association.
  • Minnesota State Licensure as an Occupational Therapist.
  • Certification from the National Board for Certification in Occupational Therapy.
  • Previous work experience with children or in a school setting is beneficial.
  • Prior successful experience in urban, multicultural education desirable.
  • Demonstrates continued professional development through course work, research, peer collaboration and/or job-embedded staff development.
  • Working knowledge of the subject matter, classroom management techniques, current researched best practices and strategies, as well as students’ learning styles and needs, both academic and affective.


Final appointment to this position will be contingent upon passing a criminal background check.


Diversity is one of Minneapolis Public Schools core values and is essential to our goal of putting children first and making them college-ready. Diversity of our workforce provides us with a competitive advantage and allows us to better understand, communicate with and educate our diverse student body. Minneapolis Public Schools will not deny anyone the opportunity for training or employment because of sex, race, religion, color, creed, national origin, marital status, age, sexual preference, disability or status with regard to public assistance.

Minneapolis Public Schools strongly encourages diverse candidates to apply.

Posting Notes: | [No Established Closing Date] | [Varies] | [Varies] | Teaching

About Minneapolis Public Schools

Since 1994, the Minneapolis Public Schools has operated under site-based decision making to move decision making closest to the students served. The goal of site-based management is to improve student achievement. Under site-based decision making, district and school efforts, theoretically, should complement each other. District offices set parameters, facilitate the sharing of information and best practices among schools, help evaluate progress, and give constructive feedback to both the schools and the Board. Schools have freedom (within approved decision-making parameters) to design site plans. Although what site-based decision making looks like at each school may vary, schools typically have a team of representatives from all areas to serve as a "site council," "education council" or "shared leadership team." This will include principals, parents, students, teachers, specialist teachers, clerical, other building staff, business partners, and the community/neighborhood. The councils meet monthly to make decisions and discuss long-range program goals for the school. Parents who are not on the council may attend and if they would like to have a subject discussed, may submit agenda items and talk to a member. Under the site-based decision making philosophy, these councils are to examine everything that might be standing in the way of student achievement-be it grade levels, student groupings, materials, or school policies and practice-and recommend keeping what is working and changing what is not.

This company profile was created by AfterCollege and is about Minneapolis Public Schools. This page is not endorsed by or affiliated with Minneapolis Public Schools. For questions regarding company profiles, please email: care@aftercollege.com.