Special Education Teacher Role

This position reports to the Building Principal and Special Education Division. The Special Education Teacher develops and provides specialized instruction to meet the unique needs of all students with disabilities. This position requires a high degree of adaptability, attention to diversity and equitable outcomes.

Special Education Teacher Expectations

• Provides research-based specialized instruction to address the instructional goals and objectives contained within each student’s IEP;
• Assesses student progress and determines the need for additional reinforcement or adjustments to instructional techniques;
• Employs various teaching techniques, methods and principles of learning to enable students to meet their IEP goals;
• Develops and implements annual Individualized Educational Program (IEP) plans for students;
• Creates a positive learning experience with emphasis in individualized instruction using appropriate sources;
• Provides direction, supervision and evaluation of educational paraprofessionals as directed;
• Employs and implements a classroom structure and consistency to encourage student responsibility, cooperation and mutual respect consistent with district policies and procedures;
• Collaborates and consults with educational professionals and community service providers regarding the needs of students;
• Performs other comparable duties of a like or similar nature apparent or as assigned.

Special Education Teacher Key Qualities

• Relishes using multiple communication methods that are tailored to and facilitate productive conversations with different stakeholders;
• Applies the critical thinking skills needed to adapt instructional practices to support student growth;
• Builds positive and collaborative working relationships with colleagues;
• Practices patience with all students, families and colleagues;
• Always seeking new ways to teach students the way they learn.

William C Keane

Data Driven Instruction(DDI) Teacher Specialist

Job Description

This person is responsible for supporting teachers, students, and administrators in data driven decision making to ensure evidence based practices that align with school improvement.  The specialist would work closely with teachers, teams, and other coaches to set goals and support teachers while working toward achieving those goals.  This specialist would support teachers in implementing evidence based ideas, resources, instructional strategies, and modeling/co-teaching lessons.

Duties and Responsibilities

• Transition planning with district administrators to support implementation of year long goals (collecting, reviewing and planning using baseline data).

• Actively involved in gathering and reflecting on quarterly reporting data sets that are submitted to NYSED

• Familiarity with the following assessments; iReady, Formative, and Summative Assessments, as well as assessments used internally, such as interim assessments

• Assist school with analysis of school wide data and plan for improvement using identified strengths and weaknesses.

• Support staff with assessments, data collection, and analysis

• Ensuring curricular alignment and feedback (in partnership with ELA and Math coaches)

• Serve as consult for School Based Support Team (SBST) and MTSS.

• Consulting on ICMPs, ISPBs, ISPs and other support plans through data lens

• Model lessons small group lessons based on data protocol (next steps)

• Build strong relationships with teachers, administrators, other coaches

• Support teachers in using data to drive instructional decision making

• Model for teachers how to use student data to co-create student goals with student voice

• Utilize adult learning theory to motivate adult learners to improve professional practice

• Attend summer training and other professional development experiences as needed

• Encourage, support, motivate, monitor, and work interactively with teachers to utilize formative assessments to scaffold student learning and ensure student access to rigorous, standards-based instruction

• Assist teachers to structure environments, routines and interactions that contribute to positive social-emotional outcomes using behavioral/environment data.

• Support special area teachers in utilizing data collection and analysis to inform planning and instruction

• Work with student support staff to ensure data collection and progress monitoring systems are utilized for planning

• Submit a weekly coaching log and any pertinent data requests/coaching documentation.

• Stay current on gathering data related to evidence based instructional practices 

• Help facilitate planning time where evidence-based instructional strategies/processes are shared with teachers 

• Attend Districtwide meetings as applicable and appropriate

Intended Outcomes

• Improvestaff use of data to drive and differentiate instruction

• Increase student and teacher performance in the above areas. 

• Change in teaching practice

Salary Per SFT Contract

Location:  William C Keane Elementary

SMART Goals

• By June of 2026 the DDI teacher specialist will support teaching staff in the collection, use, and monitoring of student data to help drive instruction.

• By June of 2026 the  DDI teacher specialist will ensure that staff is collecting, using, and monitoring student behavioral data to help create cultures of care.

• By June of 2026 the DDI teacher specialist will utilize data sets to help inform/refine building level professional development.

Evaluation

This person will be evaluated using the same rubric and process as SFT teacher members.

Are you interested in working in an energetic, forward thinking district that understands the value and importance of the arts? We are looking for art teachers who are passionate about building relationships to inspire our young artists to be innovative, creative, expressive, and well versed in artists of various cultures, backgrounds, and mediums.

Visual Arts Teachers Expectations

• Engage students using culturally responsive practices with many forms of visual arts, such as, painting, sculpture, printmaking, ceramics, drawing, design, crafts, photography, video, filmmaking, and architecture;

• Use growth mindset practices in their classrooms to cultivate student curiosity about the world;
• Teach students how to use art to communicate thoughts, feelings, and messages that initiate action;
• Robust working knowledge of how to teach art to all grade levels.

Visual Arts Teacher Key Qualities

• Curiosity to understand the lives of students and align with lesson planning;
• Open-minded and uses art to open student minds to the world;
• Models a growth mindset;
• Acts as a facilitator and coach to support learning in the classroom;
• Inspires student to be creators and discover artistic talents;
• Uses students' lived experiences to guide instructional practices in the art classroom

English Teacher Role

This position will report to the Principal in a midsize urban school district located in the Capital region of Upstate New York. The English Teacher will support the developmental and academic needs of diverse learners at the secondary level and have a passion and tireless commitment to ensuring that all students learn.  The English Teacher will make reading, writing and speaking accessible and engaging for students and articulate to students the connections between reading, writing and speaking.  The English Teacher will plan culturally responsive lessons/units by utilizing data to inform their instruction and differentiate lessons to meet the diverse learning needs of all students. The English Teacher will maintain a rigorous classroom environment aligned with the CCLS and students lived experiences. This English Teacher will provide continuous feedback for student growth.  This position requires a high degree of flexibility, caring attitude and a culturally responsive equity-based mindset.  This teaching position is part of a new and exciting initiative to provide inquiry based and culturally responsive instruction to our middle school program.  Students will be engaged in disciplinary literacy, civics and activism throughout the course.

 English Teacher Expectations

• Teach reading, writing, viewing, listening, and speaking;
• Transfer mastery of content to students by leveraging their background knowledge and experiences;
• Implement a variety of teacher strategies to facilitate learning amongst diverse learners and social justice topics;
• Plan lessons, assign grade and homework;
• Use growth mindset practices in their classrooms;
• Teach students how to use learning to resolve real-world problems;
• Build trust, motivate and understand student needs;
• Embrace and lift student strengths, voice and identity to create a learning environment that is highly engaging and relevant to students;
• Uses student engagement as a core component of classroom management system.

English Teacher Key Qualities

• Demonstrates an imagination that is contagious; 
• Teaching approaches are driven by innovation and equity;
• Facilitates classroom interactions that foster intellectual, cultural and social emotional learning;
• Independent thinker that thrives in interdependent environments.

This position reports to the Washington Irving Educational Center in a midsize urban school district located in the Capital region of Upstate New York. The tutor will facilitate a positive learning climate that is open, caring and rigorous. This position requires a high degree of problem-solving and critical-thinking in support of student learning.

 Tutor Expectations

• Tutoring students in all content areas, grades K-12, in various settings; not limited to homes, libraries, office buildings, or schools. 
• Actively engage and support students who are not attending school based on various reasons (medical, respite, or behavior). 
• Collaborate and effectively communicate with teachers, school counselors, and administrators to report on student progress.
• Maintain documentation and student portfolios regarding student progress. 

Tutor Key Qualities

• Dedication and understanding the needs of our students;
• Exceptional interpersonal skills and communication skills both orally and written;
• Ability to motivate in a team-oriented, collaborative environment.

** This is a full-time position with some built in hours in office to complete paperwork.  **

Special Education Teacher Role

This position reports to the Building Principal and Special Education Division. The Special Education Teacher develops and provides specialized instruction to meet the unique needs of all students with disabilities. This position requires a high degree of adaptability, attention to diversity and equitable outcomes.

Special Education Teacher Expectations

• Provides research-based specialized instruction to address the instructional goals and objectives contained within each student’s IEP;
• Assesses student progress and determines the need for additional reinforcement or adjustments to instructional techniques;
• Employs various teaching techniques, methods and principles of learning to enable students to meet their IEP goals;
• Develops and implements annual Individualized Educational Program (IEP) plans for students;
• Creates a positive learning experience with emphasis in individualized instruction using appropriate sources;
• Provides direction, supervision and evaluation of educational paraprofessionals as directed;
• Employs and implements a classroom structure and consistency to encourage student responsibility, cooperation and mutual respect consistent with district policies and procedures;
• Collaborates and consults with educational professionals and community service providers regarding the needs of students;
• Performs other comparable duties of a like or similar nature apparent or as assigned.

Special Education Teacher Key Qualities

• Relishes using multiple communication methods that are tailored to and facilitate productive conversations with different stakeholders;
• Applies the critical thinking skills needed to adapt instructional practices to support student growth;
• Builds positive and collaborative working relationships with colleagues;
• Practices patience with all students, families and colleagues;
• Always seeking new ways to teach students the way they learn.

Spanish Teacher Role

This position will report to the building Principal in a midsize urban school district located in the Capital region of Upstate New York. The Spanish Teacher will inspire students to develop competencies, knowledge, and skills in aurally comprehending, speaking, reading and writing in Spanish.  The Spanish Teacher will coach students on how to interpret the culture of Spanish speaking countries. The Spanish Teacher will use the Spanish language to discover and develop the talents in every student.  This position requires a high degree of curiosity, imagination and a love for cultural differences.  

Spanish Teacher Expectations

• Plan, organize, develop, and conduct a comprehensive culturally responsive and anti-racist teaching and instruction program for students;
• Provide appropriate and effective learning experiences for students from a wide range of cultural backgrounds;
• Effectively assess the instructional and educational needs of students, and design, develop, and implement sound instructional and educational programs;
• Provide a motivating and stimulating learning environment;
• Perform research and development activities pertaining to curriculum and instructional programs and design projects to enhance educational opportunities and experiences for all students.

Spanish Teacher Key Qualities

• Demonstrate for students the power of languages and how to use language effectively;
• Passionate about learning languages, student engagement, and communicating to all students they are great;
• Inspire students to learn and not be afraid of making mistakes, try new cultures, and foster curiosity;
• Passionate about cultivating their own language proficiencies;
• Facilitates classroom interactions that foster intellectual and social emotional learning.

English as a New Language (ENL) Teacher Role

This position will report to School Building Principal. The ENL teacher will plan, prepare, and teach well developed culturally responsive lessons which enthuse and inspire students, and promote an exciting rigorous learning environment. The ENL teacher will assess, track, and provide relevant and timely feedback on achievement and developmental needs to students, families and colleagues. The ENL teacher will maintain a strong home, school and community connection. The ENL teacher will work within a diverse environment of dynamic learners. This position will require a high degree of creativity, cultural awareness and problem-solving capabilities.  

ENL Teacher Expectations

• Effectively and appropriately differentiate instruction to meet all students’ learning styles with an appreciation for students’ cultural and learning differences;
• Select and sequence culturally relevant materials, resources, and approaches according to the content area and audience of diverse learners;
• Design, administer, and evaluate a range of authentic formative and summative assessments as appropriate;
• Induct students using culturally responsive practices to provide academic advice, counselling, educational guidance, and advisory support, including individual learning plans, as directed;
• Develop culturally relevant materials and resources, implement, support and/or lead in the production and improvement of curriculum planning, and undertake other academic project work as directed;
• Utilize learning spaces and tools (i.e., notice boards, displays) to share student work and lived experiences.

ENL Teacher Key Qualities

• Embraces an assets based perspective;
• Places students at the center of learning;
• Values students' linguistic and cultural backgrounds;
• Challenges and supports students;
• Demonstrates good critical thinking skills to understand student and staff experiences;
• Excellent listening and questioning skills;
• Flexible and adaptable;
• Proactively plans for situations and circumstances;
• Imparts a positive impact with students and staff.

Lead Building Substitute Role

This position reports to the Building Principal in a midsize urban school district located in the Capital region of Upstate New York. The Lead Building Substitute Teacher will work with teachers, families, and school leaders. The Lead Building Substitute Teacher will work in one designated building where they will have opportunities to support a variety of classrooms and special projects. The Lead Building Substitute Teacher will model leadership for all other substitute teachers. This position requires a high degree of innovation, enthusiasm and a spirit of collaboration.

 Lead Building Substitute Teacher Expectations

• Work with students on all grade levels;
• Organize and support school staff and administration in supporting student engagement;
• Build relationships and collaborate with other staff;
• Support the development of school activities and other organizations that support student interests;
• Work directly with students to solve conflicts, discipline, and behavior situations with a student centered and restorative approach.

Lead Building Substitute Teacher Qualities

• Great interpersonal skills;
• Loves and understands the impact of Equity-based Culturally Responsive teaching;
• Belief in restorative approaches and works to eliminate punitive practices;
• Demonstrated effectiveness in developing relationships;
• Demonstrated ability to build alliances with a diverse group of stakeholders;
• Good problem solver;
• Growth mindset;
• Demonstrated ability to learn.

Math Teacher Role

The SCSD is seeking a math teacher that will get all students excited about Math. The Math Teacher is expected to assist students in understanding and applying Math to real-life situations. Math Teacher will ensure all students should be engaged in the lesson and persevering toward solving high level tasks in Math. The Math Teacher will have knowledge of urban schools and urban communities. This position requires a high degree of problem-solving, resilience and ingenuity.

Math Teacher Expectations

• Knowledge of Next generation and Common Core Standards in Math, Regents exams and differentiated instructional strategies. Also experience with lesson planning and high leverage practices;
• Effective in classroom management, parent communication, differentiated instruction;
• Ability to use technology including GSuite and smartboard;
• Able to engage students in the math curriculum toward mastery of the standards;
• Ability to craft detailed lesson plans showing thoughtfulness into various activities to engage the students. These should result in increased student achievement.
• Teach students how to use learning to resolve real-world problems.

Math Teacher Key Qualities

• Be a collaborative team player with other math teachers (and also teachers / staff in other departments).
• Work toward fulfilling the district goals of equity, literacy and graduation by supporting the math instruction of all students.
• Models a growth mindset;
• Establishes and maintains good relationships with colleagues, learners and parents;
• Uses students lived experiences to guide instruction.

Special Education Teacher Role

This position reports to the Building Principal and Special Education Division. The Special Education Teacher develops and provides specialized instruction to meet the unique needs of all students with disabilities. This position requires a high degree of adaptability, attention to diversity and equitable outcomes.

Special Education Teacher Expectations

• Provides research-based specialized instruction to address the instructional goals and objectives contained within each student’s IEP;
• Assesses student progress and determines the need for additional reinforcement or adjustments to instructional techniques;
• Employs various teaching techniques, methods and principles of learning to enable students to meet their IEP goals;
• Develops and implements annual Individualized Educational Program (IEP) plans for students;
• Creates a positive learning experience with emphasis in individualized instruction using appropriate sources;
• Provides direction, supervision and evaluation of educational paraprofessionals as directed;
• Employs and implements a classroom structure and consistency to encourage student responsibility, cooperation and mutual respect consistent with district policies and procedures;
• Collaborates and consults with educational professionals and community service providers regarding the needs of students;
• Performs other comparable duties of a like or similar nature apparent or as assigned.

Special Education Teacher Key Qualities

• Relishes using multiple communication methods that are tailored to and facilitate productive conversations with different stakeholders;
• Applies the critical thinking skills needed to adapt instructional practices to support student growth;
• Builds positive and collaborative working relationships with colleagues;
• Practices patience with all students, families and colleagues;
• Always seeking new ways to teach students the way they learn.

Speech Language Pathologist Role

This position reports to the Pupil Services Division and school principal in a midsize urban school district located in the Capital region of Upstate New York. The Speech Language Pathologist (Speech Therapist) will work with teachers, parents, and school leaders to develop plans and strategies. Speech Language Pathologist (Speech Therapist) will possess the competencies necessary for serving the linguistic and educational needs of children, adolescents and families. This position requires a high degree of culturally responsiveness, continuous reflection and creativity when it comes to addressing the needs of students.

Speech Language Pathologist Expectations

• Work across all levels to provide appropriate speech-language services in Pre-K, elementary, middle, junior high, and high schools with no school level underserved.
• Serve a range of disorders as delineated in the ASHA Scope of Practice in Speech-Language Pathology and federal regulations - work with students exhibiting the full range of communication disorders, including those involving language, articulation (speech sound disorders), fluency, voice/resonance, and swallowing. Myriad etiologies may be involved;
• Ensure educational relevance by determining whether the disorder has an impact on the education of students. Therefore, address personal, social/emotional, academic, and vocational needs that have an impact on attainment of educational goals;
• Provide unique contributions to curriculum based on focused expertise in language. Offer assistance in addressing the linguistic and metalinguistic foundations of curriculum learning for students with disabilities, as well as other learners who are at risk for school failure, or those who struggle in school settings;
• Highlight language/literacy by contributing significantly to the literacy achievement of students with communication disorders, as well as other learners who are at risk for school failure, or those who struggle in school settings;
• Provide culturally competent services by ensuring that all students receive quality, culturally competent services. Use expertise to distinguish a language disorder from “something else.” That “something else” might include cultural and linguistic differences, socioeconomic factors, lack of adequate prior instruction, and the process of acquiring the dialect of English used in the schools. Use expertise to ensure a more accurate and appropriate identification of student needs. Also be prepared to address the impact of language differences and second language acquisition on student learning and provide assistance to teachers in promoting educational growth;
• Help students meet the performance standards of a particular school district and state;
• Engage in preventing academic failure in whatever form those initiatives may take; for example, in Response to Intervention (RTI). SLPs use evidence-based practice (EBP) in prevention approaches;
• Engage in conducting assessments in collaboration with others that help to identify students with communication disorders as well as to inform instruction and intervention, consistent with EBP;
• Provide interventions that are culturally responsive and appropriate to the age and learning needs of each individual student and is selected through an evidence-based decision-making process;
• Engage in designing schoolwide programs that employ a continuum of service delivery models in the least restrictive environment for students with disabilities, and provide services to other students as appropriate;
• Engage in data-based decision making, including gathering and interpreting data with individual students, as well as overall program evaluation are essential responsibilities;
• Ensure compliance with federal and state mandates as well as local policies in performance of their duties. Activities may include Individualized Education Program (IEP) development, Medicaid billing, report writing, and treatment plan/therapy log development;
• Engage in collaboration by working in partnership with others to meet students' needs;
• Complement and augment those services provided by other professionals who also have unique perspectives and skills. Work collegially with general education teachers who are primarily responsible for curriculum and instruction. Work closely with reading specialists, literacy coaches, special education teachers, occupational therapists, physical therapists, school psychologists, audiologists, guidance counselors, and social workers, in addition to others. Work with school and district administrators in designing and implementing programs is crucial;
• Develop relationships with universities to exchange shared knowledge and perspectives;
• Develop community relationships with a variety of individuals and agencies (e.g., physicians, private therapy practitioners, social service agencies, private schools, and vocational rehabilitation) who may be involved in teaching or providing services to children and youth;
• Develop relationships with families by engaging families in planning, decision making, and program implementation;
• Develop relationships with students by engaging them in goal planning, intervention implementation, monitoring of progress, and self-advocacy appropriate to age and ability level;
• Provide direction in defining their roles and responsibilities and in ensuring delivery of appropriate services to students;
• Advocate for appropriate programs and services for children and adolescents, including reasonable workloads, professional development opportunities and other program supports. Also work to influence the development and interpretation of laws, regulations, and policies to promote best practice;
• Play a vital role in inducting new professionals;
• Design and conduct professional development;
• Provide training to parents of students of all ages with regard to communication development and disorders. Strive to create a language- and literacy-rich environment;
• Participate in research to generate and support the use of evidence-based assessment and intervention practices.

Speech Language Pathologist Key Qualities

• Able to be empathetic by caring, understanding, and cultivating an empowering environment for all students;
• Demonstrates patience with serious issues, students and families;
• Able to be dependable in ways that develop trust with students;
• Able to implement an organizational system to support both case management and student needs simultaneously;
• Being able to observe with skill and listen closely;
• Being able to make impartial informed decisions on behalf of students and families;
• Ability to be persistent and resilient when dealing with setbacks;
• Willing to be flexible and multitask as needed on demand;
• Ability to use a culturally responsive approach to develop relationships and execute interventions with fidelity; 
• Willingness to learn, in order to be relatable, flexible, personable and adaptable;
• Engages in continuous self-care.