Job Overview: 

We are seeking a Full-Time Occupational Therapist with a minimum of 2 years of pediatric experience to work within our Lower and Primary Divisions. Ideally, the candidate would be able to start by March 2, 2026.

Our Occupational Therapist team operates within a three-tiered support model that facilitates the delivery of functional outcomes and classroom integration. This model delivers a high-quality, evidence-based consultative service, working closely with teachers and students through a push-in model that includes small-group interventions, coaching, and prioritizing our students with the greatest needs.

Essential Functions: 

• Provide therapy to address numerous performance areas such as executive functioning, fine motor, graphomotor, gross motor, motor planning, body awareness and sensory processing skills
• Support, coach and guide classroom teachers to provide sustained and structured support within the classroom.
• Work within the school's three-tier delivery model (Universal, Targeted and Intensive)
• Utilize a variety of activities and OT gym equipment (e.g., physioballs, balance beams, and swings) in support of the student’s development
• Teach regulation strategies to students via experiential and metacognitive modalities
• Develop targeted task breakdown sessions to provide students with the “just right challenge.”
• Support in classroom activities through the school ‘push-in’ intervention model for regulation and executive functioning skills
• Support classroom activities such as reading, writing and play
• Work individually with students with the greatest need to support the development of functional classroom skills (e.g., desk, cubby, and backpack organization and materials management) 
• Assess, develop and recommend tools/strategies needed to optimize learning and peer interactions  for students within the classroom 
• Work and communicate closely with teachers via weekly meetings, as well as ongoing consultation within the classroom
• Provide written reports regarding students’ goals and progress
• Communicate with parents during parent-teacher conferences, and as needed throughout the year
• Where appropriate, provide individualized sensory diets
• Attend full faculty and staff meetings. 
• Willing to commit to anti-bias and anti-racism work and to promoting inclusion, belonging and equity through their work in the classroom and school community. 
• Ensure a commitment to the school’s DEI mission and goals by participating in continuous professional development for learning differences, anti-racism and anti-bias of all kinds.
• Be an active member of the Gaynor community
• Other duties and responsibilities as deemed appropriate

THE GAYNOR DIFFERENCE: UNLOCKING EACH STUDENT’S POTENTIAL

Since 1962, Stephen Gaynor School has been redefining what’s possible for children with learning differences. Located on Manhattan’s Upper West Side, Gaynor provides an individualized, evidence-based education for students in Pre-K through 8th grade who learn differently, including those with dyslexia, dysgraphia, dyscalculia, and ADHD. 

At Gaynor, our nearly 400 students benefit from small classes, a 3:1 student–teacher ratio, and specialized instruction, ensuring every child receives the support they need to thrive. Faculty work side by side with in-house specialists in speech, occupational therapy, literacy, and psychology— integrating academic, emotional, and developmental growth into every student’s experience. 

Beyond academics, Gaynor emphasizes confidence, self-advocacy, and belonging. Students learn to understand how they learn best, communicate effectively, and take pride in their progress. The school’s joyful, inclusive community celebrates diversity and nurtures each child’s curiosity and creativity, ensuring they feel valued and supported at every step. 

Graduates leave Gaynor with a strong foundation—academically prepared, emotionally grounded, and equipped with the tools to navigate new challenges. Families describe the experience as transformative: a place where children are understood, empowered, and inspired to reach their fullest potential.

Our Diversity Mission: Stephen Gaynor School is dedicated to promoting and advocating for diversity, equity, and inclusion within our school community. We recognize, value, and celebrate many types of diversity, including neurodiversity, ethnicity, race, socioeconomic status, ability, religion, sexual orientation, family composition, language, and gender identity/expression.

Equal Employment Opportunity Statement: Stephen Gaynor School is an equal employment opportunity employer. Gaynor is committed to building a culturally diverse and anti-racist workforce. We provide opportunities for employment without discrimination or harassment on the basis of (including hairstyle), color, religion, creed, ancestry, sex, sexual orientation, gender and gender identity, gender expression, national origin, alienage, age, pregnancy, marital/partnership status, immigration or citizenship status, status as a veteran or active military service member status, disability, genetic predisposition, status as a victim of domestic violence, prior arrest or conviction record, caregiver status, credit history, salary history, unemployment status, sexual or reproductive health decisions, or any other characteristic or status protected by applicable law (collectively, the “Protected Characteristics”).