Social Worker Role

This position reports to the Pupil Services Division in a midsize urban school district located in the Capital region of Upstate New York. The social worker will work with teachers, parents, and school leaders to develop plans and strategies to improve students’ academic performance and social emotional development. Students and their families will be referred to the social worker to deal with problems such as aggressive behavior, bullying, or frequent absences from school. This position requires a high degree of self-awareness, knowledge on the educational impacts of trauma and creativity when it comes to addressing the needs of students.

Social Worker Expectations

• Successful intervention work with high poverty populations;
• Successful intervention work with students with mental health needs;
• Ability to articulate their understanding of and support for high academic expectations; through their work with students and families;
• Able to articulate the barriers and strategies for overcoming those barriers of working with students and families in an urban setting;
• Knowledge of and linkage to community agencies and resources available to families and children;
• Advocates for children and families;
• Skill in collection and analyzing data needed to plan for student centered interventions ability to articulate this to other staff;
• Must be able to implement classroom behavior modification strategies;
• Be the lead in developing and implementing FBA’s and BIP's;
• Work with students to build their resiliency and strengthen their assets to enable them to improve their pro-social skills within the school and community;
• Knowledge of Cognitive Behavioral Supports, Culturally Responsive Education Anti-Racist policies and Trauma sensitive practices; 
• Support classroom staff with classroom management practices; 
• Strengthen the bond between students and school through home visits, resulting in improved attendance.

Social Worker 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.

Position works 10 A.M. - 6 P.M. Monday - Friday

DISTINGUISHING FEATURES OF THE CLASS: The work involves responsibility for coordinating mental health care services and treatment planning in a public school.  The incumbent assesses mental health concerns and recommends therapeutic and corrective measures while collaborating with families and outside providers.  The Mental Health Counselor may provide evaluative information to students’ doctors.  The work is performed independently under the appropriate license, is a collaboration with students’ licensed primary physicians or psychologists qualified in the specialty area.  The incumbent retains responsibility for the professional tasks performed within his or her scope of practice.  Does related work as required.

TYPICAL WORK ACTIVITIES:  

• Developing/implementing a comprehensive school counseling program;
• Working with students individually and in groups;  
• Participation in the annual review process and responsibility for updating Student Learning Plans; 
• Participation in the CSE process as appropriate; 
• Assisting students with personal goal setting and monitoring;
• Providing response services to include individual and small group counseling;  
• Consultation and collaboration with teachers, staff and parents/guardians;  
• Serving as a member of the School Based Support Team; 
• Providing classroom guidance instruction to students in several areas to include college and career readiness skills; 
• Assisting administrators with mediating student conflicts and partnering with parents to problem solve barriers to learning.  
• Develops a thorough developmental history with the School Based Support Team and family;
• Assesses data, discriminating between normal and abnormal findings;
• Assists in assessing mental health problems, and makes referrals to appropriate service providers;
• Assists in the development of an Independent Crisis Management Plan (ICMP) for students at risk of harming themselves or others, in collaboration with the District LCSW and/or Behavioral Specialist;
• Evaluates the ICMP for effectiveness, and institutes and supports the necessary adjustments or corrections;
• Follows up on student care by contacting providers and families and/or conducting home visits;
• Creates and maintains a variety of records and reports related to the work performed including case histories and medical charts;
• Participates in staff, quality assurance, peer review and other meetings;
• Acts as a resource person to staff regarding mental health care and provides mental health care training to staff as required;
• May instruct, guide and counsel students and/or their families regarding mental health matters.

FULL PERFORMANCE KNOWLEDGE, SKILLS, ABILITIES AND PERSONAL CHARACTERISTICS: Thorough knowledge of the principles and practices of mental health diagnosis, assessment, and treatment; ability to recognize signs and symptoms associated with changes in the mental and emotional health of students and respond appropriately; ability to initiate and provide emergency mental care services; ability to understand and interpret complex oral instructions and/or written directions; ability to communicate effectively both orally and in writing; ability to create and maintain a variety of records and reports related to the work performed; ability to understand and empathize with the needs and concerns of others; in depth clinical knowledge in dealing with child and adolescent mental health; ability to collaborate with or lead a multidisciplinary team.

School Counselor Role

 School counselors are advocates who provide support to maximize student potential and academic achievement while serving the needs of a diverse student population. In collaboration with all educators, families and the community, school counselors create a support system through individual and small-group counseling, responsive services and leadership. As a result of the school counselor, students will acquire skills and knowledge for college and career readiness and become civically minded members of society. 

The successful candidate possesses:

• Knowledge of Common Core Learning Standards and College and Career Readiness skills;
• Ability to work collaboratively with staff members, and administrators;
• Ability to build strong relationships with students, staff, parents and the community;
• Excellent organizational, verbal, and written communication skills;
• Strong foundation in the principles of anti-racism, trauma-sensitivity, and culturally-responsive education.
• Takes a strengths-based, advocacy approach to working with students and families;
• Strives to grow and learn in a team-oriented, collaborative environment. 
• NYS School Counselor Certification

Job responsibilities include but are not limited to:

• Developing/implementing a comprehensive school counseling program in collaboration with other school counselors.
• Working with students individually and in groups. 
• Participation in the CSE process as appropriate;
• Assisting students with personal goal setting, action planning, and progress-monitoring
• Providing support in pathways for college and/or career readiness, and long-term post-secondary planning.
• Providing responsive services to include individual and small group counseling, and comprehensive Tier 1 programs and interventions.

• Consultation and collaboration with teachers, staff and parents/guardians; referrals to and consultation with outside service providers and community resources.
• Serving as a member of the School Based Support Team, Committee on Special Education, 504 Committee, Cohort Team, and other groups as appropriate.
• Providing classroom guidance instruction to students in several areas to include college and career readiness, study and organizational skills, self-awareness and identity development, and social/emotional learning.
• Assisting administrators with mediating student conflicts and partnering with parents and other stakeholders to identify barriers to learning, and design personalized interventions. 

School Counselor Leave Replacement (anticipated coverage dates: 05/2025 - 10/08/2025)

School Counselors are first and foremost advocates for students, who guide students through their academic journey, providing support to maximize student potential. They work closely with students, families, the community at large, and other educators to create a system where students will acquire the skills and knowledge to be civically-minded, critical thinking members of society, who are also college and/or career ready.

A school counseling candidate for any Schenectady City School District School, is a candidate who possesses an asset-based, equity mind-set that focuses on supporting students through a myriad of direct, and indirect services. The ideal candidate possesses experience with restorative justice, social emotional development, conflict resolution, interactive journaling, and  can successfully support students in identifying their unique skills and aptitudes for a successful high school journey. 

In addition to the typical skills found within the school counseling profession, a successful candidate would possess:

• Foundational knowledge & experience with Restorative Justice
• Experience in helping students explore, engage in, and navigate interactive journaling or anger management
• An ability to lead students through analysis of their 4-year planning for high school, and individual academic planning
• A strength in building relationships and working collaboratively with students, families, community members, administration, faculty and staff 
• Strong foundational principles in the form of anti-racism, inclusivity, trauma-sensitivity, and culturally responsive pedagogy
• A strengths-based, advocacy approach for students in their work
• A demonstrated ability to take initiative, yet work collectively to ensure program success
• Knowledge of Multi-Tiered Systems of Support (MTSS)
• Excellent interpersonal relations, as well as organizational, oral and written communication skills

Job Responsibilities may include but are not limited to:

• Working individually and in small groups with students to provide social emotional skills, anger management or conflict resolution
• Supporting students in self-assessment related to their aptitudes and skills, ultimately assisting with setting individual goals, action planning and progress monitoring their success through a student information system (Infinite Campus)
• Working with students and fellow faculty, and administration on student re-entry to the larger high school environment preceding a short-term suspension
• Working with faculty, staff and community partners to provide continued emotional, and/or mental health support for students who experience recidivism of behaviors that lead to suspension
• Communicating information and support to students, families, faculty and staff related to college and/or career readiness and post-secondary planning
• Consultation and collaboration with teachers, staff and parents/guardians; referrals to and consultation with outside service providers and community resources
• Collaborating with the greater secondary department to ensure alignment with the school counseling comprehensive counseling plan
• Serving as a member of the School Based Support Team, Committee on Special Education, 504 Committee, Cohort Team, and other groups as appropriate
• Provides for all students a formalized program of career guidance
• Providing small group, and/or classroom guidance instruction to students in several areas to include college and career readiness, study and organizational skills, self-awareness and identity development, and social/emotional learning
• Collaborating with other related services providers to ensure students mental & developmental health and wellbeing are a priority (includes activities such as counseling, SEL groups, DASA, Risk Assessment, & community based service referrals)
• Performs other reasonable duties as assigned by Supervisor 

School Psychologist 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 School Psychologist will work with teachers, parents, and school leaders to develop plans and strategies to improve students’ academic performance and social emotional development. School Psychologist will possess the competencies necessary for serving the psychological and educational needs of children, adolescents and families.  School Psychologist will be a change agent for the district and assigned school. This position requires a high degree of culturally responsiveness, knowledge on the educational impacts of trauma and creativity when it comes to addressing the needs of students.

School Psychologist Expectations

• Assessment:  Administering psychological and educational assessments; 
• Consultative Skills:  Working with teachers, staff, and students to develop behavior plans;
• Intervention design and evaluation of programs to intervene both directly and indirectly with children's academic, behavioral, and emotional problems;
• Understanding of culturally diverse children, parents, teachers, and school personnel;
• Providing assessment and intervention solutions as part of their role as facilitator of the school-based support team;
• Demonstrate knowledge of special education regulations, processes, and procedures;

School Psychologist 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.

CSE Chairperson 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 School Psychologist will work with teachers, parents, and school leaders to develop plans and strategies to improve students’ academic performance and social emotional development. School Psychologist will possess the competencies necessary for serving the psychological and educational needs of children, adolescents and families.  School Psychologist will be a change agent for the district and assigned school. This position requires a high degree of culturally responsiveness, knowledge on the educational impacts of trauma and creativity when it comes to addressing the needs of students.

CSE Chairperson Expectations

• Assessment:  Administering psychological and educational assessments; 
• Consultative Skills:  Working with teachers, staff, and students to develop behavior plans;
• Intervention design and evaluation of programs to intervene both directly and indirectly with children's academic, behavioral, and emotional problems;
• Understanding of culturally diverse children, parents, teachers, and school personnel;
• Providing assessment and intervention solutions as part of their role as facilitator of the school-based support team;
• Demonstrate knowledge of special education regulations, processes, and procedures;

CSE Chairperson 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.