Bryant & Stratton College – Rochester OTA Program is seeking a full-time Academic Fieldwork Coordinator. Candidate must be an OT or OTA currently licensed to practice in New York State, must have minimum 2 years of full-time clinical practice experience, and hold minimum of a master’s degree. The ideal candidate will have prior formal/informal teaching experience. He/she/they will be creative & resourceful, attentive to detail, eager to learn & grow, magnetically friendly, collaborative & team-oriented, tolerant & flexible, and driven towards continuous improvement of self & program. Must passionately embrace the values and mission of the College and OTA Program, and whole-heatedly believe in the distinct value that occupational therapy assistants bring to the OT profession and society.

The Academic Fieldwork Coordinator will support the College and OTA Program missions by providing students with fieldwork experiences that ultimately provide them with the opportunity to carry out professional responsibilities under supervision of a qualified occupational therapy practitioner serving as a role model. The academic fieldwork coordinator is responsible for the Program’s compliance with ACOTE fieldwork education standards, as well as some teaching load.

The OTA Program in Rochester is accredited by Accreditation Council for Occupational Therapy Education (ACOTE) and currently boasts an NBCOT pass rate that exceeds the national average. The program and college emphasizes supportive learning relationships and environments as essential elements of learning. In high regard for the uniqueness of students, the program values personalized attention to achieve students’ highest potential. The OTA program offers small cohort-based progression through a rigorous-yet-scaffolded curriculum that is rich in hands-on lab and field experiences.

THE OTA ACADEMIC FIELDWORK COORDINATOR WILL:

• Implement fieldwork experiences. Ensure that the fieldwork program reflects the sequence and scope of content in the curriculum design in collaboration with faculty and under the direction of the Program Director, so that fieldwork experiences strengthen the ties between didactic and fieldwork education. Document the criteria and process for selecting fieldwork sites, to include maintaining fieldwork contracts and memoranda of understanding, complying with all site requirements, maintaining site objectives and site data, and communicating this information to students. Demonstrate that academic and fieldwork educators collaborate in establishing site-specific fieldwork objectives and communicate with the student and fieldwork educator about progress and performance during fieldwork. Ensure that the ratio of fieldwork educators to students enables proper supervision and the ability to provide frequent assessment of student progress in achieving stated fieldwork objectives. Ensure that fieldwork agreements are sufficient in scope and number to allow completion of graduation requirements in a timely manner in accordance with the policy adopted by the program. Ensure that at least one fieldwork experience (either Level I or Level II) has as its focus psychological and social factors that influence engagement in occupation.

• Provide instruction with the focus on teaching and learning to help assure students in each class successfully meet all course outcomes and classroom objectives. Plan for and facilitate instruction consistent with the College’s Community of Inquiry Framework and the Seven Principles for Good Practice. Assure appropriate course-level rigor in class instruction and assessment methodologies consistent with the College’s Rigor Standards Framework through the development, integration, and delivery of course content planning documents including but not limited to supplemental syllabi, lesson plans, tracking calendars, and assessments.

• Integrate and include instruction and assessment of each of the College’s four lifelong learning competencies in each course taught. Establish and maintain a classroom climate consistent with the College values, education promise, and personalized promise. Maintain one Skills Assistance contact hour per week for every four instructional hours assigned to support the classroom’s teaching and learning process by publishing a skills assistance schedule each term and actively promoting (and assigning when necessary) student attendance.Participate in professional development activities.

• Maintain a current knowledge of teaching discipline/field of study as evidenced by active participation in professional organizations, maintenance of current scholarly collection of resources, and engagement in active, on-going dialogue with peer faculty. Participate in program, campus/market, and system faculty development opportunities, including program-specific and campus-wide faculty meetings and in-services and market- and system-sponsored in-services. Document professional development and learning.Fulfill administrative duties. Meet requirements for creation, distribution, and retention and/or submission of beginning- and end-of-term paperwork. Maintain one Administrative contact hour per week for every four instructional contact hours assigned.

• Adhere to, uphold, and comply with all established operational policies and procedures as described in operating documentation (Official Catalog, Faculty Guide, Associate Guide). Participate in curriculum monitoring and development process by providing feedback on curriculum to Program Director and/or System-level curriculum team. Attend required College functions including graduation and special activities.Participate in campus-wide initiatives in support of recruitment, retention, and graduation goal attainment including, but not limited to, monitoring, adjusting (when needed), and assessing classroom and program retention/graduation, and meeting with program advisors on a regular basis to discuss student performance and academic concerns.

Qualifications

Skills

• Public Speaking Intermediate
• Coaching Advanced
• Strategic Advanced
• Microsoft Office Advanced
• Coordinator Advanced
• Flexible Expert
• Self-Starter Intermediate
• Communication Advanced

Behaviors

• Dedicated: Devoted to a task or purpose with loyalty or integrity
• Detail Oriented: Capable of carrying out a given task with all details necessary to get the task done well
• Team Player: Works well as a member of a group
• Innovative: Consistently introduces new ideas and demonstrates original thinking
• Enthusiastic: Shows intense and eager enjoyment and interest

Motivations

• Peer Recognition: Inspired to perform well by the praise of coworkers
• Ability to Make an Impact: Inspired to perform well by the ability to contribute to the success of a project or the organization
• Flexibility: Inspired to perform well when granted the ability to set your own schedule and goals
• Self-Starter: Inspired to perform without outside help
• Goal Completion: Inspired to perform well by the completion of tasks
• Entrepreneurial Spirit: Inspired to perform well by an ability to drive new ventures within the business