W.O.R.C. Coordinator

PHMC serves as both a direct service provider to individuals, families, and communities across the region and an intermediary agent—managing large-scale contracts, government and philanthropic partnerships, and multidisciplinary initiatives that require operational sophistication, strategic leadership, and deep mission alignment.

This position oversees and directs the Work Orientation Readiness Center for all Fairwold Academy students. Overseen by a licensed occupational therapist, the W.O.R.C. Center is a pre-vocational classroom setting that targets executive function, self-regulation, and employability skills through an occupational therapy framework for the 21st-century workplace. The W.O.R.C. Center Coordinator collaborates with the instructional team to plan and implement occupational therapy interventions and supports, ensuring students receive a quality transition to vocational or post-secondary life. This position reports to the Supervisor of Special Education.

• →Manage all aspects of the W.O.R.C. Center, including the direct instruction and individualized work tasks designed through task analysis protocols.
• →Manage and set clear expectations for paraeducator staff in their supportive role in the W.O.R.C. Center, with the goal of ensuring best practices for all students educationally and therapeutically.
• →Plan and implement room organization for efficient and safe access for students with special needs; consult with teachers on adaptations for vocational IEPs.
• →Plan, develop, and implement individualized and group self-regulation instruction relative to the sensory needs of the individuals or group.
• →Plan and facilitate instruction with adaptations as designated in the student’s IEP.
• →Provide and assess scaffolding of skills to support a solid foundation for appropriate interpersonal behaviors in a vocational environment.
• →Serve as a Tier II and Tier III PBIS behavioral interventionist.
• →Complete appropriate written reports, plans, and records relative to the educational program (point sheets, behavior data plans, academic progress, and social and pre-vocational goals progress) in a timely and professional manner.
• →Effectively manage the classroom environment, including engaging students and incorporating proactive management strategies.
• →Maintain an organized classroom that fosters structure and support conducive to learning.
• → Communicate regularly with parents or guardians.
• →Perform other duties as assigned.

• Expert knowledge of accommodating job tasks through individualized task analysis.
• Demonstrated knowledge of adapting environments to promote student success.
• Demonstrated ability to manage a special education classroom setting.
• Demonstrated ability to show student outcomes in school and pre-vocational settings.
• Demonstrated ability to assess, develop, implement, and evaluate occupational needs and to identify therapeutic strategies for special education.
• Demonstrated knowledge of correct English usage, grammar, spelling, punctuation, and vocabulary.
• Demonstrated skills with computers, data systems, and electronic reports.
• Demonstrated ability to understand and adhere to policies and procedures.
• Excellent analytical and problem-solving skills.
• Excellent organizational and time management skills.
• Excellent leadership and team-building skills.
• Excellent interpersonal skills with an ability to work effectively with professionals from a wide range of organizations and disciplines and to establish and maintain cooperative and effective working relationships with all constituents (administrators, colleagues, students, parents, and others).

• Manage all logistical aspects of the WORC Center.
• Facilitate and lead direct instruction of the W.O.R.C. Center curriculum using occupational therapy strategies for all students in Fairwold Academy Programs.
• Manage all student jobs and assign work tasks by student ability; evaluate student progress.
• Instruct and assess self-regulation intervention programs for all students in Fairwold Academy programs in grades K-6 (e.g., Alert Program, Zones of Regulation, etc.) as a pre-vocational intervention.
• Collect and analyze all self-regulation and sensory group data; modify the program as needed to meet clinical outcomes.
• Provide clinical consult weekly for universal sensory and occupational therapy strategies specific to Autistic support, using evidence-based practices to promote student progress.
• Design, administer, and assess performance evaluations for all students as part of transition program information needed for students’ transitional IEPs.
• Provide direct services to students as a Tier II and Tier III PBIS interventionist in support of students’ emotional-behavioral health needs.
• Supervise paraeducators assigned to the WORC Center.
• Create and manage the WORC Program budget.
• Meet promotional and development project timelines and requests.
• Provide professional development to teachers and staff on relevant topics; consult with classroom teachers to ensure efficient and safe room organization for students with special needs.
• Engage in full, active, and frequent participation in professional development events and opportunities, with the consistent application of new learning in the classroom and sharing of learning with colleagues.
• Engage in full, active participation in professional school events that may extend beyond the school day, including, but not limited to, Back to School Night, Parent Conferences, Academic Honors, PBIS Events.
• Full and active compliance with all PHMC and Fairwold Academy regarding job performance and conduct standards and expectations.
• Maintains proper credentials for assignment and remains educationally informed in all related areas, including special education regulations for related services.
• Performs related duties, special assignments, and projects as assigned.

• Master’s degree in occupational therapy from an accredited university.
• Pennsylvania Occupational Therapist Licensure (OTR/L)
• Minimum 5 years’ experience working with special education populations and/or children and youth with emotional and behavioral challenges, Autism, or Intellectual Disability required.
• Experience with instructional and assistive technology.