Amy
Collins, OTR,
MOT
Manager, School-Based Therapy Services, HCDE
Competence as a school-based occupational therapist or physical
therapist is a challenge that requires one to be familiar with the laws and
regulations that govern school practice, knowledge of current evidence, and
understanding of best practices, all of which evolve over time (Laverdure,
2014). But how can we go about developing and maintaining that
competency? Faucher (2011), states that expert practice involves
self-assessment, the attainment of new knowledge, and the application of that
knowledge.
Self-assessment requires us to step back from the daily hustle and
objectively reflect on areas where we have developed competency, and areas where
we still need to grow. Once self-assessment has occurred, practitioners can
develop a plan to address those areas. Professional development plans (PDP)
spell out how new knowledge will be gained, and how it will be applied in
practice. PDPs typically include measurable goals, action steps, and specify how
the new knowledge will be applied in practice. They usually include timelines
for completion and some means of accountability. AOTA is continually developing
tools to help occupational therapy practitioners self-reflect and self-assess,
including the AOTA Board Specialty Certification in School Systems and the
Professional Development Tool (AOTA, 2003). The Academy of Pediatric Physical
Therapy (APPT), a section of the American Physical Therapy Association,
publishes the quarterly journal, Pediatric Physical Therapy. The journal
includes articles of interest to school-based physical therapists. The APPT’s
School-Based Physical Therapy Special Interest Group offers on-line resources as
well as an annual conference available to members and non-members alike.
Common ways practitioners acquire new knowledge are through
professional development such as workshops, professional literature, and
learning from other competent practitioners. A work place that promotes
continuous learning is critical to a practitioner’s efforts. Work environments
that have systems and processes in place make it possible for practitioners to
acquire and apply new knowledge. One way that work environments can support
continuous learning is by setting aside time for practitioners to meet with
other practitioners, both within their discipline and between disciplines in
order to model, mentor, share, and discuss new information. Other ways are by
supporting attendance at professional development offerings and monitoring
continuing competence as part of the performance evaluation process.
While
TxSpot is an excellent resource for credible information related to school-based
practice, membership-only resources are not available through TxSpot. There is
no substitute for membership in your professional organization, which offers a
wealth of tools and information conducive for continuing education.
References
Laverdure, P. (2014). Considerations for the
developmental of expert-practice in school-based occupational therapy.
Journal of Occupational Therapy, Schools, & Early Intervention, 7,
225-234.
Faucher, C. (2011). Development of professional expertise in
optometry. Journal of the American Optometric Association, 82,
218-223.
