This position exists in the Schenectady City School District and is, in close collaboration with Department of Innovation, Equity and Engagement (IEE) and school principal, responsible for program planning, administration and supervision for the identified School.   Responsibilities including the Family Empowerment Center and its Facilitator, Extended, Connected Learning Programs, the School Based Health Center, and an array of child and family services (e.g., mental health, career counseling, child welfare services). 

TYPICAL WORK ACTIVITIES:

Location/Program Support:

• Plan, implement and evaluate a menu of needs-driven, high quality programs and services in adherence with the community school model, including but not limited to, early childhood programs, expanded learning and enrichment opportunities, health services, parent-family engagement, adult education, direct assistance and interventions targeted to chronically absent students
• Configure and evaluate wrap-around services for students involved in several systems (e.g., child welfare, mental health) in close collaboration with teachers and the principal
• Supervise and monitor School contracts with Ellis Hospital, Child Guidance and other support partners including the Boys & Girls Club
• Organize activities and events for the School
• Work closely with the district’s Adult Education Program to develop a variety of classes for parents including English Language Instruction, problem-solving, numeracy and other language skills, career and technical education, community interests, computers, basic skills, distance learning, GED, parenting and other programs that increase their quality of life and education
• Align and integrate all extended day and support programming within Department of IEE, the Principal and school day curriculum    
• Assist Department of IEE, Principals, teachers and other community/school stakeholders in promoting a college and career readiness campaign, helping with social marketing and organizing college, career and enrichment field trips
• Assist the Department of IEE and Principal in developing firm connections with early childhood education providers, and improving transition supports needed for students entering kindergarten and children moving on to middle school
• Attend Program Conferences

Communication/Customer Service:

• Convene and serve on the site-based Community School Leadership Team, co-led by the Principal and Community School Coordinator, to identify needs, set priorities and coordinate strategy
• Represent the Community School in various public forums as needed and participate in advocacy activities to promote the initiative
• Conduct outreach to community partners and expand and coordinate services as directed by Department of IEE and School Principal
• Organize special events including those celebrating the successes of the community school
• Coordinate with SCSD Communications Officer for press releases and event publicity
• Supervise the Family Empowerment Facilitator and assist this person in developing, evaluating and continuously improving conventional parent involvement programs and innovative collective parent empowerment and family support programs;
• Supervise the Program Secretary

Recordkeeping/Database Management/Evaluation:

• Assist Department of IEE and School Principal in managing the program budget and purchasing
• Collect data and outcome reporting from partners, school building and district personnel for NYSED reporting with special attention to community data and its uses in school and classroom improvement planning
• Development of evaluation-driven and continuous quality improvement data protocols for connecting out-of-school time learning and student engagement strategies to classrooms, with teachers as co-designers
• Development of evaluation-driven and continuous quality improvement service protocols for students, parents, teachers, community partners and all program stakeholders

Documents Preparation:

• Prepare public presentations on Community School Model for various audiences
• Prepare draft grant-related accountability and financial reports for NYSED for review by the School Principal and the SCSD Director of Planning and Accountability
• Prepare quarterly performance and accountability reports including student data measures and partner data for the School Principal

• Does related work as required in all categories.

FULL PERFORMANCE KNOWLEDGE, SKILLS, ABILITIES AND PERSONAL CHARACTERISTICS:  Good knowledge of the purposes, principles, terminology and practices employed in program planning; Good knowledge of educational programs;  good knowledge of public information and public relations techniques; ability to adapt to various socio-economic groups and communicate clearly and effectively both verbally and in writing; ability to establish and maintain effective relationships with others;  ability to work flexible hours including evenings;  cultural sensitivity; organizational skill; skill with public speaking; tact; courtesy.

 

This position exists in the Schenectady City School District and involves the responsibility for program planning, administration, and supervision for the 21st Century Community Learning Center Grant Program. Responsibilities include: Working closely with Child Guidance staff, administrators, and faculty located in the proposed school sites in the District, coordinates the grant activities and staff with the goal of overcoming the chronic and pervasive effects of poverty and low achievement through coordination of strategies that will close achievement gaps and engage students and families in developing 21st century competencies to be prepared and empowered in post-secondary education and careers. Supervision is received from the school principal with leeway given for carrying out the details of the work. Does related work as required.

TYPICAL WORK ACTIVITIES: 

• Plans, implements, and evaluates an integrated afterschool program offering a menu of needs-driven, high-quality

programs and services, Expanded Learning Opportunities (ELO’s)in adherence with the objectives of the grant

including, but not limited to: Targeted tutoring in reading and math based on student specific data;

• Academic enrichment aligned to the CCSS;

• Clinical social workers providing individual and group counseling and support to students and their

parents/guardians;

• Youth development programs provided by the BGCS;

• Video production, music and the arts, recreation, nutrition, health and fitness;

• Technology integrated projects using iPads;

• Enriching field trips and experiences;

• Parent engagement activities and parent education including reinforcing literacy foundations in the home;

• Enrichment featuring college and career linkages; 

 

Location/Program Support:

• Aligns and integrates all extended day and support programming supporting each proposed site;

• Assists the Principal, faculty, and other school stakeholders in promoting the Expanded Learning Opportunities
• (ELO’s), helping with social marketing and organizing college, career, and enrichment field trips;
• Assists the Principal in developing firm connections with early childhood education providers, and improving
• transition supports needed for students entering kindergarten and children moving on to middle school;
• Attends program conferences;

Communications/Customer Service: 

• Configures and evaluates collaboration among several systems (i.e. Building administration, District Child Guidance clinicians, faculty, and Boys & Girls Club Program staff) to ensure a smooth transition from one ELO activity to activity in each program site in close collaboration with the Principal; 
• Configures and evaluates communication among CCLC teachers and classroom or subject area faculty within the school building with the goal of understanding students’ individual needs through use of data;

• Convenes and serves on the site-based community school leadership team, co-led by the principal, to identify needs, set priorities and coordinate strategy;
• Assists the principal in developing firm connections with school stakeholders;
• Attends program conferences;
• Represents the community school in various public forums as needed and participates in advocacy activities to promote the initiative;
• Conducts outreach to community partners and expands and coordinates services as directed by the school principal;
• Organizes special events including those celebrating the successes of the 21^st Century Community Learning Center program;
• Coordinates with the Communications Officers for press releases and event publicity;
• Supervises the CCLC after school teachers and CCLC summer program teachers and assists this person in evaluating and continuously improving conventional parent involvement programs and innovative collective parent empowerment and family support programs;
• Supervises the program support;

Record-keeping/Database Management: 

• Organizes and assures that CCLC teachers take attendance for each program activity they provide in the District’s Pentamation system;
• Assures that CCLC teachers document enrichment activity lessons and outcomes;
• Maintains overall record-keeping system;
• Assists the Principal and teachers and other school stakeholders in promoting the strategies designed to engage students and families in developing the 21^st century competencies;
• Assists school principal in managing the program budget and purchasing;
• Collects data and outcome reporting from partners, school building and district personnel for NYSED reporting with special attention to community data and its uses in school and classroom improvement planning;
• Develops evaluation-driven and continuous quality improvement data protocols for connecting out-of-school time learning and student engagement strategies to classrooms, with teachers as co-designers;
• Develops evaluation-driven and continuous quality improvement service protocols for students, parents, teachers, community partners and all program stakeholders;

 Documents Preparation: 

• Prepares public presentations on the 21^st Century Community Learning Center Program for various audiences;
• Prepares draft grant-related accountability and financial reports for NYSED for review by the school principal and the district Director of Planning and Accountability;
• Prepares quarterly performance and accountability reports including student data measures and partner data for the school principal;

• Does related work as required in all categories.

FULL PERFORMANCE KNOWLEDGE, SKILLS, ABILITIES AND PERSONAL CHARACTERISTICS: Good knowledge of the purposes, principles, terminology and practices employed in program planning; good knowledge of educational programs; good knowledge of public information and public relations techniques; ability to adapt to various socio-economic groups and communicate clearly and effectively both verbally and in writing; ability to establish and maintain effective relationships with others; ability to work flexible hours including evenings; cultural sensitivity; organizational skill; skill with public speaking; tact; courtesy.

 

SALARY:  Minimum Salary –$60,000/year Commensurate w/ exp

LOCATION: Central Office

 

DISTINGUISHING FEATURES OF THE CLASS:  This position exists in the Schenectady City School District and involves the responsibility of reducing student chronic absenteeism & increasing student engagement, in order to improve student academic success. The Student Engagement & School Attendance Specialist uses an anti-racist and trauma informed lens to identify and eliminate barriers to student engagement & school attendance.  The position helps ensure that district wide processes and procedures are integrated and implemented consistently in the areas of school attendance and helps district staff understand the correlation between attendance and behavior/academic success.   Direct supervision is received from the Assistant District of Student Engagement & School Attendance with wide leeway given for carrying out the details of the work.  The incumbent does related work as required. 

TYPICAL WORK ACTIVITIES: 

• Supports a district wide approach to promote the importance of regular student attendance.
• Attendance school meetings to identify follow up and planning required in the area of school attendance.
• Conducts home visits to follow up on chronically absent students and gain parental support in students’ educational, behavioral and social development.
• Identify and implement appropriate family intervention strategies to enhance student attendance in school. 
• Work with school staff to identify chronically absent students and students on the verge of being chronically absent to implement strategies to increase student attendance. 
• Evaluate the effectiveness of strategies implemented to reduce chronic absenteeism rates. 
• Identify and assist in eliminating obstacles to regular school attendance. 
• Maintains knowledge of current laws, regulations, school board policies and procedures, as well as emerging trends and current research in school engagement & attendance.
• Ensure that students experiencing barriers to attending school are identified as early as possible to provide appropriate support services and interventions.
• Works with school staff, students, parents, community agencies, to implement Multi-Tiered Systems of Support (MTSS) to improve student attendance and engagement.

• Run school/student attendance reports regularly
• Monitor and analyze data to create action plans aimed at continuous improvement
• Inform and assist families with services, resources and activities that are on-going within the district and community
• 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; 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.

SUPERVISOR OF BUILDINGS AND GROUNDS

 

DISTINGUISHING FEATURES OF THE CLASS:  This position involves supervisory responsibility for the efficient and economical maintenance of a large group of buildings and their environs.  this position may also involve responsibility for skilled maintenance, renovations, rearrangement and repair tasks in connection with the physical plant.  General direction is received from a higher level supervisor with considerable leeway allowed for the exercise of independent judgment in administering the technical phases of the work.  Direct supervision is exercised over custodial and maintenance employees.  The incumbent does related work as required.

 

TYPICAL WORK ACTIVITIES:

• Plans and supervises implementation maintenance projects and plans including the purchase of materials, allocation of resources, scheduling of work inspection and approval of work by in-house staff and for work outside contractor;
• Plans, supervises, inspects and may participate in the painting,  carpentry, plumbing, electrical and other mechanical and construction work performed by private contractors, custodial or maintenance employees;
• Plans, supervises, inspects and may participate in the maintenance  of boiler and heating systems;
• Prepares tentative budget estimates for custodial and maintenance  activities for consideration by administration;
• Drafts specifications and plans for repairs and alterations of buildings and equipment;
• Directs and may assist in the maintenance and upkeep of grounds;
• Establishes and maintains communication with administration and  building occupants clients to plan, schedule and execute projects, to receive and deal with complaints, to advise and inform clients of project progress and to provide clients with timely advice on the efficient and economical use of their occupancies;
• Establish and maintains economical inventories of materials needed  for operations of building and grounds activities;
• Keeps updated on modern, efficient and economical facility maintenance operations;
• Keeps records and completes the necessary Federal, State and local  reports of building maintenance;
• Participates directly in work operations where required by priority considerations.

Distinguishing Features of the Class:

This position exists in a school system and involves responsibility for the efficient and economical performance of custodial functions in school buildings. The incumbent assists in the designing and implementation of a comprehensive program of cleaning and custodial care for the school district.  Work is performed under the general supervision of a higher-level employee allowing wide latitude for independent action and judgment.  Direct supervision is exercised over the custodial and cleaning staff. Performs related work as required.

Typical Work Activities and Expectations:

• Assigns custodial employees to the various schools;
• Inspects work done by the custodial and cleaning staff and provides feedback to supervising custodians regarding the quality and quantity of such work;
• Prepares budget estimates for custodial equipment, supplies and training activities;
• Makes periodic inspections of school buildings to check the heating, ventilation, and mechanical equipment;
• Trains and supervises custodians, cleaners, steam boiler fireman and snow removal crews;
• Recommends purchase of supplies and equipment;
• Confers with school principals on custodial services;
• Interviews applicants for work;
• Manages the maintenance of the motor vehicles of the department;
• Interviews vendors and tests new custodial products and equipment;
• Maintains personnel records and prepares reports on custodial activities;
• Performs related work as required.

Full Performance Knowledge, Skills, Abilities and Personal Characteristics:

Thorough knowledge of large-scale custodial practices; thorough knowledge of heating and ventilation systems; thorough knowledge of building maintenance activities; ability to plan and supervise the work of a large number of custodial employees; ability to maintain records and prepare reports on custodial activities; physical condition commensurate with the demands of the position.

 

 

 

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.