DISTINGUISHING FEATURES OF THE CLASS: A Director of Facilities II is responsible for planning, organizing and directing the custodial and maintenance activities of a school district’s buildings and grounds department.  The work is performed according to established policies and procedures and in accordance with applicable State, local and federal laws, rules and regulations which apply to school district facility operations and maintenance.  Although certain activities are performed in the office, the incumbent of this position will on occasion be required to perform maintenance and repair related tasks and activities, which may be performed indoors or outdoors under adverse working conditions.  This position differs from Director of Facilities I in that the incumbent has a greater scope of responsibility, and is typically responsible for the supervision of more than one unit.  Supervision is exercised over subordinate supervisors and staff, which may include employees of the transportation department or those responsible for building safety and security.  This position differs from Director of Facilities III in that this position is less administrative in nature.  The work is performed under general supervision of a School District Administrator, which may include the Superintendent, with leeway allowed for the exercise of independent judgment in carrying out details of the work.

TYPICAL WORK ACTIVITIES:

• Supervises staff and may participate in daily preventive maintenance and custodial activities, which may include replacing locks, painting, carpeting/floor/tile/window/drywall replacement and/or repair;
• Manages, develops, and schedules a preventive maintenance program designed to retain buildings, grounds and equipment in a safe operating condition;
• Schedules inspections and completes reports for federal, state and local regulatory agencies to ensure compliance with codes, rules and regulations;
• Inspects and oversees painting, carpentry, plumbing, electrical, and other mechanical maintenance and construction work performed by private contractors, custodial, or maintenance employees to ensure work is in compliance with contract specifications, as well as, applicable codes and regulations;
• Supervises the in-service training of custodial, maintenance and if applicable, transportation employees;
• Discusses capital projects, maintenance, repair and operational needs with school administrator(s);
• Reviews the School District’s expenditures from the prior year and assists the administration with the budget process by forecasting and planning for the upcoming budget;
• Monitors expenses to ensure budgetary limits established by the School Board are not exceeded;
• Recommends purchase of materials and supplies and develops and directs the maintenance of the inventory control system;
• Reviews decisions made by lower-level supervisors regarding work schedules, vacation requests, personal and sick leave requests to ensure compliance with District policies and procedures;
• Maintains records and prepares reports related to operations and the work performed and schedules repairs when necessary;
• Recommends staffing to administrators and is also responsible for interviewing, hiring, evaluating, and disciplining departmental personnel;
• Manages, and when necessary, performs preventive maintenance and repairs on equipment, including plumbing, HVAC and electrical systems;
• Troubleshoots problems with equipment, including HVAC and electrical systems and may

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contact contractor to perform repairs when a non-routine issue is identified;

• Performs inspections on and tests security systems, safety lighting, fire extinguishers, fire alarm system, doors, and eyewash stations to ensure proper operation and compliance with applicable codes and regulations;
• Ensures removal of snow and ice from sidewalks and roadways;
• Responds to inquiries from employees, school district administrators and the public regarding school district buildings and grounds activities;
• Swimming pool maintenance, if applicable, is limited to maintaining pool cleanliness and the addition of chemicals to ensure a safe swimming environment for students/public;
• May work with construction managers, architects and/or engineers to develop, implement and complete capital improvement projects and other long-term plans;
• May use a variety of tools and operates a variety of motor and other equipment related to building and grounds maintenance and repair including snow blowers, lawn movers, tractors, plow trucks, pick-up trucks, hedge trimmers, chainsaws, drills, reciprocating saws, screwdrivers, wrenches, pliers, hammers and plungers;
• May be responsible for operating motor equipment related to the work.

FULL PERFORMANCE KNOWLEDGE, SKILLS, ABILITIES AND PERSONAL CHARACTERISTICS:  Thorough knowledge of buildings and grounds maintenance and repair practices and procedures; thorough knowledge of safety precautions and practices associated with buildings and grounds maintenance and repair work; thorough knowledge of the practices and techniques of one or more of the skilled trades* (defined in minimum qualifications below); thorough knowledge of the principles and practices of administrative supervision; ability to organize, prepare and maintain accurate records and files; ability to effectively, efficiently and safely use tools and operate equipment related to buildings and grounds maintenance and repair; ability to inspect the work of building tradespersons and contractors to ensure compliance with contract specifications, as well as, applicable codes and regulations; ability to prepare budgets, operating reports and a variety of other reports relative to program activities; ability to understand, interpret and follow instructions, plans, diagrams, specifications, and blueprints; ability to understand and follow written and verbal instructions; ability to communicate effectively both orally and in writing; mechanical aptitude; and willingness to work under adverse weather conditions.

Restorative Practices Specialist

 DISTINGUISHING FEATURES OF THE CLASS:  This position exists in the Schenectady City School District and involves the responsibility of working with school building staff to embed and build capacity in the use of Restorative Practices. The candidate will work to ensure staff beliefs, assumptions, values, and ways of interacting to support an environment that will have a positive effect on social and psychological experiences of all students from all backgrounds (i.e. race, ethnicity, SES, gender, sexual orientation, religion, etc.) with an increase in student engagement. The incumbent will provide embedded coaching and professional development to staff on the implementation of Trauma Informed strategies, to include Restorative Practices. This position requires a high degree of cultural awareness, understanding of culturally responsive education and collaboration.

The Direct supervision is received from the Assistant Director of Pupil Personnel Services with wide leeway given for carrying out the details of the work.  The incumbent does related work as required.

TYPICAL WORK ACTIVITIES:

• Develop a strong understanding about how things like implicit biases, systemic racism, adverse childhood experiences, and inequity contribute to negative student outcomes. Works with the school team to engage in planning and executing an action plan to improve these outcomes;
• Maintains alignment between all positive behavior support systems;
• Leveraging of mental health programming (i.e. counseling, school psychologist, social workers, etc.);
• Supports culturally responsive practices to include the implementation of restorative circles;
•  Engages in mediations involving students, staff and community members to reduce incidents leading to school discipline systems;
• Facilitates professional development for staff and community aimed at decreasing disproportionality;
•  Provides ongoing disaggregated data analysis and action planning with staff and administrative team;
• Conducts classroom visits, ongoing feedback and coaching on best practice;
• Ensures alignment to the practices identified in the Code of Conduct.
• Other duties as assigned by the Superintendent and/or Assistant Superintendent of Student Support Services.

FULL PERFORMANCE KNOWLEDGE, SKILLS, ABILITIES AND PERSONAL CHARACTERISTICS:  Good knowledge of school district programs;  Good knowledge of methods and procedures used in record maintenance;  Good organizational skills; Excellent interpersonal skills; Ability to communicate effectively both orally and in writing;  Ability to enlist the cooperation of others to meet a defined goal;  Ability to understand and carry out complex oral and written instructions; Ability to work with youth in an urban setting; knowledge and skills in Restorative Practices; Ability to develop quality relationships with parents, students, administration and the school board; Ability to assist the schools in effective communication with parents; Ability to organize meetings; Ability to organize members of the community to develop grassroots concerns and communicate them effectively; Ability to advocate for parents; Ability to seek information to assist families; Compassion and respect for others; Cultural sensitivity to various populations within the school district; Tact, courtesy and resourcefulness in dealing with people; Ability to work evenings and attend evening meetings.

DISTINGUISHING FEATURES OF THE CLASS:   The work involves the performance of a wide variety of duties related to substance abuse prevention and treatment provided to students in a school district.  Primary emphasis is on providing counseling and guidance to students and their families.  Other duties include the dissemination of information on programs and services provided by the agency, follow-up on former student cases and the preparation of records and reports.  The purpose of the work is to coordinate services being provided to students with substance abuse problems to facilitate their transition to employment.  The work is performed under the general supervision of a professional staff member in accordance with established policies and procedures.  The incumbent does related work as required.

TYPICAL WORK ACTIVITIES:

• Maintains records of interviews and meetings with students and their families;
• Keeps abreast of new developments, programs and techniques in addictive abuse prevention and rehabilitation
• Works with addictive substance abusers to gain their confidence
• May disseminate information concerning programs and services to public and private agencies and to the general public through speaking engagements, media releases and educational programs
• Develops treatment plans for assigned students and maintains case progress notes in accordance with State guidelines
• Makes the community aware of the services available
• May prepare monthly student status and demographic reports
• Performs counseling function using an in-depth knowledge of alcoholism and drug addiction with students having special, social, adjust mental, addictive or personal problems in order to provide appropriate counseling relative to the student’s stage of recovery
• Performs case management functions as well as managing an assigned caseload of specific hard to serve  students using knowledge of long term recovery process so as to have the educational program enhance, or at least not jeopardize, the recovery
• Develops needed community resources and maintains working relationships with these groups and programs for hard to serve students
• May act as case coordinator with other community service agencies such as social services, alcohol rehabilitation organizations, mental health, private hospitals, educational  institutions, etc. to provide more integrated services to students
• May perform specialized follow-up visits and studies to assist in evaluating program         effectiveness
• May carry out special projects through research study and development in areas such as case management, integrated service planning and delivery for hard to serve students, etc.
• May supervise the administration of standardized testing instruments and procedures used in the evaluation of hard to serve students
• Performs a variety of related duties as required

FULL PERFORMANCE KNOWLEDGE, SKILLS, ABILITIES AND PERSONAL CHARACTERISTICS:   Good knowledge of the problems of those addicted to or dependent on addictive substances; Good knowledge of the symptoms and physical signs of addictive substance use; Good knowledge of group and individual counseling; Working knowledge of services provided in a school district; Working knowledge of the public and private agencies available to provide assistance to the addicted; Ability to relate to and be accepted by addictive substance abusers; Ability to evaluate student interests and aptitudes; Ability to work with students in a variety of counseling and educational guidance situations; Ability to work in a team approach as part of an educational support team when primary goals are educational success; Ability to follow oral and written directions; Ability to maintain records.