David M. Pufki, Otr/L Email & Phone Number

San Francisco, Ca, Us

San Francisco, California, United States

School-based occupational therapist in the San Francisco Unified School District.

In this hand therapy clinic I saw patients with a variety of injuries and disabilities including De Quervain's syndrome, CTS, Dupuytren's contracture, RA and OA, medial and lateral epicondylitis, nerve injury, amputations, deformations due to various conditions, and all manner of fractures of the upper extremity. Some patients were pre-surgical, seeking conservative therapy to avoid surgery, others were post-surgery. I was responsible for doing chart review, treatment planning, intervention, and documentation, primarily with the less clinically complex cases (namely, those that did not have fresh surgical wounds or rare, complex injury/disorders), under typical level II fieldwork supervision.

San Francisco, California, United States

Level II clinical fieldwork in private practice, pediatric, outpatient occupational therapy. Evaluation, intervention planning, and treatment of clients with various diagnoses/deficits including autism spectrum disorders, ADHD, sensory processing disorder, fine and gross motor delays, dyspraxia, and genetic disorders using Sensory Integration Theory as an overarching model of practice.

San Jose, Ca

In the physical disabilities clinic at SJSU I was assigned a single client for bi-weekly treatment sessions over the course of a semester. I conducted evaluation and assessment, intervention planning, treatment, reassessment, and discharge planning for an individual with CVA (~1 year post-CVA) - under the guidance of a faculty OTR/L.

San Francisco, Ca

In this role I primarily observed and assisted the occupational therapists during 30-minute treatment sessions for clients with mild-moderate deficits in visual tracking, fine motor control, pencil grasp, visual motor, and bilateral coordination. With guidance from the OTs I generated progress notes for six of these sessions. As a final assignment I reviewed the chart and progress notes of a single client and observed that client in a session led by the OT. I then designed and executed a 30-minute treatment session under the supervision of the OT. Additionally, I helped with the creation of a SOAP/progress note template for the growing special services department in the school, of which OT is a part.

San Francisco Bay Area

In addition to all of the responsibilities listed below for afterschool lead teacher, I was responsible for supervising the kindergarten grade level team (three adult staff). I planned meetings, wrote and distributed meeting minutes and action plans, and conducted follow up on these. I was responsible for supervising the daily activities of all adults in the program, with emphasis on those in my grade level, including child supervision, spending/budget use, supply orders, adherence to program standards, and feedback and disciplinary actions. Additionally, I used data-based analytical tools to improve several areas of program performance, for example outside play area equipment needs, staff's curriculum and engagement, and staff meeting effectiveness. I also created and led a professional development training on classroom management for the entire program staff (about 20 people), as well as a "cheat sheet" on the topic for new hires.

Grattan Elementary, San Francisco, Ca

As a Kindergarten Lead Teacher at the Grattan Elementary After-school Program (GASP), I was responsible for leading a class of 20 children and a staff member. In this role, I developed and implement curriculum that was project and play based, gaining inspiration for projects and activities from both the interests of the children and the skills and interests of the teachers (myself included). As an example, the largest was a mushroom-based project that spanned six months and started with simply looking at local fungi. It developed into increasingly complex cultivation, art and cooking projects, which required securing funding, developing relationships with cultivation supply companies, and negotiating for space in the school's teaching garden. This role also required considerable communication and collaboration with other after-school staff, as well as the day faculty (SFUSD teachers) whose rooms we use in the afternoons.

San Francisco, Ca

With this family, I was responsible for shuttling the children from school and after-school programs to their various enrichment activities during outside-of-school-hours for approximately 2 years. During that time, and for the remainder of my time with this family, I assisted their elderly family member with errands, medical appointments, and grocery shopping regularly.

San Francisco

After years of working successfully with children in groups as a tutor during homework time in after-school programs, I was offered the chance to work with a student of mine one-on-one. I took this opportunity and ran with it, finding it rewarding to work more closely with a student, and also more effective, since I was able to devote more attention and time to identifying and addressing their specific needs. As a tutor I work with children and families to design a personalized plan for improving academic performance. My philosophy is that student led learning is better able to engage a student intellectually, and that through the pursuit of their academic interests the developmentally appropriate basics (writing, reading, math, organization, and research) can be more easily acquired and retained. I like to go beyond homework completion, and into developing their skills in a way that will ultimately make my work with them unnecessary.

San Francisco, Ca

As the Coordinator of Summer Programs with the SF Friends School, I acted as the right hand of the Director of Summer Programs. I was responsible for editing the parent/caregiver handbook, preparing teacher contracts, organizing supplies before summer started, leading morning circle for the entire camp, interfacing with parents and caregivers regularly, supporting teachers during the course of the day by gathering additional supplies and offering in-class support as needed, covering for absent teachers, teaching courses when unforeseen scheduling conflicts arose, adding and making alterations to camper registrations via UltraCamp (summer program database software), generating weekly rosters for each camp, and preparing medications/allergies lists. Additionally, I took it upon myself to better understand the budgeting process involved in the summer camp, in order to familiarize myself with these types of tasks.

San Francisco

At KidSpace my goal was to better understand the practice of occupational therapy (OT), through hands on experience with practicing OT's, and to see if this was the next step for my education and career. To help the therapists and administration, I assisted in administrative work, basic housekeeping around the office, and errands. This was done between observing and participating in 50-minute occupational therapy sessions led by licensed and practicing OT's (KidSpace serves a pediatric population).

San Francisco

At the Birdhouse, I was responsible for planning and executing art and science projects at a developmentally appropriate level for 2-5 year olds, as well as the daily responsibilities like set-up, greeting children and parents, changing diapers, serving snack and lunch, cleaning up, supervising field trips and playground visits, and tending to minor injuries and social-emotional hiccups. My final project before leaving to go back to school was the writing, directing, filming, and editing of a shadow puppet rendition of "Goldilocks and the Three Bears," which was both challenging and rewarding.

San Francisco: Edmo In The Park

As the director and instructor, I was charged with leading a team of staff in the delivery of curriculum and projects. This being the case, it was my duty to manage and coach staff and volunteers, as well as coordinate the day's activities with my co-director. My duties also included customer service in the form of interacting with parents and caregivers, responding to their needs and feedback, providing feedback on camper successes and difficulties, and updating and editing newsletters.

San Francisco: Presidio Heights

In addition to teaching the curriculum in an engaging, energetic, and dynamic fashion, I worked to encourage students to pursue their own scientific interests and research at home, outside of any formal and tangible reward based system. Our classroom sizes ranged from 12 to 28 students, grades k-1 and 2-4. The preparation and execution of projects required me to manage between 2 and 5 paid and volunteer staff, as well as the management of roughly 55 cubic feet of supplies. Each week I would present a summary of the curriculum, which I was teaching, to a group of parents during an open-house type event.

Eli & Edythe Broad Center Of Regenerative Medicine & Stem Cell Research

As the flow cytometry core intern, I worked closely with the flow core manager to learn the basics of setting up, calibrating, and running sorts on BD FACSAria II and BD FACSLSR II flow cytometers, through observation as well as practice. Similarly, though less rigorously, I was introduced to the MoFlo setup, calibration, and shut-down procedures, and began working on interpreting histograms. During this time I also completed the manditory UCSF HIPAA and biological and chemical safety hazards trainings.

Grattan Elementary School, San Francisco, Ca

As the program leader I was in charge of 20 or more students on any given day, and led them in enrichment activities and homework completion. A portion of my time was also devoted to developing science, technology, engineering, and math (STEM) curriculum, and teaching this curriculum during a weekly class meeting. As a tutor, I was able to successfully develop a homework group to assist struggling students with reading and math skills. This program came was ultimately considered the model for the after school program's homework assistance group for struggling students.

San Francisco, Ca

This aid position required keeping intake records, preparing snacks, and developing and leading weekly science classes. When substituting I was either given planned curriculum as a guide, or otherwise given autonomy in deciding what the group would be doing. In addition, I was also responsible for developing and teaching a STEM enrichment class each week.

San Francisco, Ca

During these four summers, I was given increasing responsibility and autonomy in the design and leadership of the afternoon summer programs. Each year the number of staff and children under my leadership increased, ultimately reaching 10 staff and 90 children. The programing that I designed allowed staff to challenge themselves, and develop their leadership skills, by designing projects based on their individual interests and camper requests.

San Francisco, Ca

In this part-time position, I checked in and out hotel and fitness center members and guests. I also collected fees, made reservations, and interacted with guests as they came and went. In going above and beyond, I made it a point to provide guests with tips about the attractions around San Francisco, and the services available from our organization. I was also responsible for maintaining accurate transaction records, balancing out the register and printing relevant POS reports nightly.

La Honda, Ca

As the travel camp counselor, and the following year as coordinator, I led groups of teenagers on various outdoor adventure trips including backpacking, whitewater rafting, surfing, and mountain biking trips. In this position, I successfully updated and organized pertinent files for the American Camping Association (ACA) accreditation visit, and was solely responsible for the inventorying, cleaning, and storing of all gear. In organizing these trips, it was my responsibility to ensure all required camper records were submitted, that reservations with airlines, bus companies, campgrounds, national parks, and other outside organizations were confirmed. It was also my job to plan meals and purchase food, and recruit paid and volunteer staff for these trips.

Master Of Science - Ms, Occupational Therapy

Bachelor Of Science (B.S.), Organizational Behavior And Leadership

3.66/4.00

A.S., Science And Mathematics, High Honors

A.S., Social And Behavioral Sciences, High Honors

A.A., Arts And Humanities, High Honors

Certification, Biomanufacturing (Fermentation And Protein Purification)

Activities and Societies: Biotechnology Club

Certificate Of Achievement, Child Development Practitioner

Certificate Of Achievement, Child Development Administration