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.

Job Description:

LOCATION: Schenectady City School District

BASIC FUNCTION:
This is a professional position involving responsibility for evaluating, planning and providing physical therapy treatment to residents in accordance with written prescription or referral from a physician who provides medical direction. The Physical Therapist is responsible to the Director of Special Education. Supervision is exercised over the work of Physical Therapy Assistants. Does related work as required.

QUALIFICATIONS:

A. Licensed and currently registered by the New York State Education Department as a Physical Therapist.

The selected applicant will be subject to a fingerprint supported criminal history background check in accordance with SAVE Legislation effective July 1, 2001.

RESPONSIBILITIES:

1. Evaluates the degree of function and disability of residents unless contradicted by a professional judgment or a doctor's admission notes.

2. Performs physical therapy procedures upon the written order or referral of a licensed physician.

3. Participates with other personnel in the formulation of residents' total care plans.

4. Develops or assists in the development of physical therapy forms, policies and procedures.

5. Confers periodically with physicians regarding all facets of resident care and related activities.

6. Instructs and participates in the facility in-service education program.

7. Record on residents’ charts all physical therapy evaluations, re-evaluations, progress notes, consultation and discharge summaries.

8. Maintains program records on types of treatment and number of residents treated.

Long Term Special Education Substitute Teacher Role

This position reports to the Building Principal and Special Education Division. The Long Term Special Education Substitute 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.

Long Term Special Education Substitute 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.

Long Term Special Education Substitute 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 (Speech Therapist) 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 (Speech Therapist) 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 (Speech Therapist) 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.

We are looking for a library media specialist who understands the needs of students at the elementary level (developmental and academic) and has a passionate and tireless commitment to ensuring that all students learn. 

We are looking for someone who understands that:

• Today’s school libraries serve as the hub of the school therefore ability to develop, maintain, and sustain relationships and partnerships with colleagues and the community are essential.
• This position will be an essential part of the school community and will develop a strong library program for all students and staff in the building.
• Librarians serve as tech support in our buildings and are seen as innovators in the implementation of technology in our schools.
• Librarians must maintain the library for effective distribution/circulation of materials, coordination of services, and effective instruction for building staff and students.
• Knowledge of how the library supports/maintains growth in student achievement and tireless commitment to that effort.
• Knowledge of differentiating for a variety of learning needs (both adult learners and child learners).
• In depth knowledge of the learning standards, especially in the area of complex texts and close reading.
• Librarians teach essential skills such as: Microsoft office programs, database research, internet research skills, source evaluation tools, library catalog search and resource retrieval, keyboarding, reading skills, literature/non-fiction appreciation.
• Facilitate student (and adult) access to information-rich resources for research
• Encourage students to explore the world around them through print and online resources
• Serve as teacher resource through collaboration on Next Generation aligned curriculum.
• Knowledge of enrichment education research using the learning standards (Technology & Innovation in Education)

The candidate should be:

• Intelligent
• Hard-working
• Lifelong learner
• Friendly and open-minded
• Enthusiastic and passionate
• Unwilling to give up on students

We are looking for a library media specialist who understands the needs of students at the elementary level (developmental and academic) and has a passionate and tireless commitment to ensuring that all students learn. 

We are looking for someone who understands that:

• Today’s school libraries serve as the hub of the school therefore ability to develop, maintain, and sustain relationships and partnerships with colleagues and the community are essential.
• This position will be an essential part of the school community and will develop a strong library program for all students and staff in the building.
• Librarians serve as tech support in our buildings and are seen as innovators in the implementation of technology in our schools.
• Librarians must maintain the library for effective distribution/circulation of materials, coordination of services, and effective instruction for building staff and students.
• Knowledge of how the library supports/maintains growth in student achievement and tireless commitment to that effort.
• Knowledge of differentiating for a variety of learning needs (both adult learners and child learners).
• In depth knowledge of the learning standards, especially in the area of complex texts and close reading.
• Librarians teach essential skills such as: Microsoft office programs, database research, internet research skills, source evaluation tools, library catalog search and resource retrieval, keyboarding, reading skills, literature/non-fiction appreciation.
• Facilitate student (and adult) access to information-rich resources for research
• Encourage students to explore the world around them through print and online resources
• Serve as teacher resource through collaboration on Next Generation aligned curriculum.
• Knowledge of enrichment education research using the learning standards (Technology & Innovation in Education)

The candidate should be:

• Intelligent
• Hard-working
• Lifelong learner
• Friendly and open-minded
• Enthusiastic and passionate
• Unwilling to give up on students

Elementary Teacher Role

This position will report to the Building Principal. The Elementary School Teacher will plan, prepare, and teach well developed culturally responsive lessons which enthuse and inspire students, and promote an exciting rigorous learning environment. The Elementary School Teacher will assess, track, and provide relevant and timely feedback on achievement and developmental needs to students, families and colleagues. The Elementary School Teacher will maintain a strong home, school and community connection. The Elementary School 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. 

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.

Elementary Special Education Teacher Role

This position reports to Elementary Building Principal and Special Education Division. The Elementary 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.

Elementary 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.

Elementary 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.

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.

Elementary Special Education Teacher Role

This position reports to Elementary Building Principal and Special Education Division. The Elementary 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.

Elementary 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.

Elementary 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.

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.