Leave Replacement Dance Teacher

Dance Teachers foster a love for learning in every student. Our Dance program is culturally-responsive, fast-paced, and fun with plenty of movement/dancing, and singing in every lesson. Teachers cultivate communication skills and build student self-confidence by sharing their expertise in dance/musical theater. We have built a community that encourages respect and hard work and celebrates our students’ academic and nonacademic achievements.  Our performance based program goal is to train students to express their authentic unique selves with confidence.

Dance 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;
• Demonstrated ability to close the opportunity gap with vulnerable subgroups including Students with Disabilities, English Language Learners, Black, and Hispanic/Latino;
• Ability to work collaboratively with a variety of stakeholders including families, teachers, paras, social workers, principals, coordinators, coaches and community members for student success;
• Instructional practices that reflect an explicit understanding of being culturally responsive
• Excellent listening and questioning skills;
• Flexible and adaptable;
• Proactively plans for situations and circumstances;
• Imparts a positive impact with students and staff.

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.

 

Elementary Teacher Role

This position will report to Elementary School 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. 

Elementary Teacher Expectations

• Effectively and appropriately differentiates and scaffolds 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;
• Maintains student data to be shared with classroom teacher, building leader and family;
• Develops a variety of interventions and activities designed to meet students’ academic, social, psychological and physical needs with a system for monitoring progress;
• Creates opportunities for explicit instruction in small group to provide opportunities for pre-teaching, re-teaching and targeted intervention to address lagging skills;
• Establishes and communicates clear learning objectives for all learning activities;
• Actively engages students in the learning process which leads to an academic success identity;
• Communicates openly and with a growth mindset with adults and students;
• Demonstrates the ability to create a partnership and shared vision with parents for student success;
• Provides constructive feedback to students;
• Monitors students and observes changes in student behavior and seeks appropriate assistance;
• Creates a positive student learning environment;
• Positively manages student behavior;
• Analyzes, reflects, and responds about instructional practice.

Elementary 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;
• Demonstrated skill in Data Driven Instruction (DDI);
• Demonstrated ability to close the opportunity gap with vulnerable subgroups including Students with Disabilities, English Language Learners, Black, and Hispanic/Latino;
• Ability to work collaboratively with a variety of stakeholders including families, teachers, paras, social workers, principals, coordinators, coaches and community members for student success;
• Knowledge of developmental literacy, the District Literacy Plans and literacy assessments;
• Instructional practices that reflect an explicit understanding of being culturally responsive
• Excellent listening and questioning skills;
• Flexible and adaptable;
• Proactively plans for situations and circumstances;
• Imparts a positive impact with students and staff.

Elementary Teacher Role

This position will report to Elementary School 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. 

Elementary Teacher Expectations

• Effectively and appropriately differentiates and scaffolds 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;
• Maintains student data to be shared with classroom teacher, building leader and family;
• Develops a variety of interventions and activities designed to meet students’ academic, social, psychological and physical needs with a system for monitoring progress;
• Creates opportunities for explicit instruction in small group to provide opportunities for pre-teaching, re-teaching and targeted intervention to address lagging skills;
• Establishes and communicates clear learning objectives for all learning activities;
• Actively engages students in the learning process which leads to an academic success identity;
• Communicates openly and with a growth mindset with adults and students;
• Demonstrates the ability to create a partnership and shared vision with parents for student success;
• Provides constructive feedback to students;
• Monitors students and observes changes in student behavior and seeks appropriate assistance;
• Creates a positive student learning environment;
• Positively manages student behavior;
• Analyzes, reflects, and responds about instructional practice.

Elementary 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;
• Demonstrated skill in Data Driven Instruction (DDI);
• Demonstrated ability to close the opportunity gap with vulnerable subgroups including Students with Disabilities, English Language Learners, Black, and Hispanic/Latino;
• Ability to work collaboratively with a variety of stakeholders including families, teachers, paras, social workers, principals, coordinators, coaches and community members for student success;
• Knowledge of developmental literacy, the District Literacy Plans and literacy assessments;
• Instructional practices that reflect an explicit understanding of being culturally responsive
• Excellent listening and questioning skills;
• Flexible and adaptable;
• Proactively plans for situations and circumstances;
• Imparts a positive impact with students and staff.

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

Are you interested in working in an energetic, forward thinking district that understands the value and importance of the arts? SCSD’s belief in educating the whole child is so strong that a NEW K-5 ELA Curriculum has been adopted that utilizes visual media/art as access points for students to build strong literacy skills. 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 Teacher Role

This position reports to the building principal. The SCSD is seeking innovative Visual Arts Teacher for an exciting teaching opportunity in our district. The Visual Arts Teacher should be familiar with using growth mindset practices in their classrooms. The Visual Arts Teacher will teach students how to perceive, understand, and reflect back in their art the realities of the human condition. This position requires a high degree of energy, creativity, and innovative thinking.

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.

 

 

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.

Position: MBK Early Childhood Teacher

Job Description: MBK Early Childhood Teacher Specialist - This person is responsible for supporting teachers, students, and administrators in achieving the goals of the MBK Challenge Grant (MBKCG) primarily around Focus areas 1 and 2 by developing systems and programs that will promote a healthy start for students to ensure they enter school ready to learn. The specialist will provide guidance and support to early learning teachers to increase literacy outcomes that will lead to all students reading at grade level by third grade.

Duties and Responsibilities:

? Assist in project implementation by organizing and coordinating evening and weekend sessions that will be led by building administrators, teachers, and support staff with students and families to evaluate the readiness of young children for school

? Work closely with the MBK Coordinator and Assistant Director of PreK & Early Literacy to develop a strategic plan for meeting program goals; and work closely with Assistant Director of Grants to ensure appropriate budgeting of funds and compliance

? Help recruit and support MBKCG Ambassadors who will work directly with children and families; identify students within each building that will be supported by an MBKCG Ambassador

? Support teachers in implementing evidence-based instructional strategies through professional development, modeling, and co-teaching lessons

? Collaborate on the implementation of new initiatives aimed at enhancing family engagement

? Work closely with community partners to ensure municipal services are aware of early learning focused programming and evaluations that are available to families with children ages B-3

? Act as a liaison for Community-Based Organizations (CBO) teachers, facilitating the exchange of ideas and resources to ensure strong literacy alignment between District and CBO classrooms

? Establish and maintain effective work relationships with the administration, faculty, and community

? Collaborate with the Assistant Director of PreK to co-facilitate and organize department meetings and professional development sessions that are needs-based and data-driven

? Monitor PreK assessment data and analyze trends within early childhood assessments to identify areas in need of improvement, while working closely with ELA instructional coaches and grade level leaders to share data that will promote literacy success in the early grades

? Support teachers with the implementation of effective instructional strategies through co-planning, collaborating, and modeling

? Serve as a chairperson or committee member for various initiatives leading to success with the PreK and Early Literacy Department goals

? Additional duties as assigned

Evaluation: Same rubric and process as SFT members

Salary: Per SFT Contract

Funding: Dependent upon availability of grant funds

Location: Multiple

 

Special Education Teacher - Intensive Skills Multiple Disabilities 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.  The position we are currently looking to fill is for a 12:1(3:1) ratio self contained classroom that supports students with severe to profound disabilities.  Specialized training or expertise in working with the severe to profound population is a plus, but not a requirement.  Students are alternatively assessed, and may have adaptive needs, augmentative or alternative communication methods, assistive technology, and mobility/toileting needs.  The Unique Learning curriculum is utilized to teach according to the New York State Alternative Assessment Learning Standards.

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, parents, and community service providers regarding the needs of students;

• Supervises and guides paraprofessionals and teaching assistants to support students within the program

• 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 and compassion with all students, families and colleagues;

• Always seeking new ways to teach students the way they learn.

 

Elementary Teacher Role

This position will report to Elementary School 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. 

Elementary Teacher Expectations

• Effectively and appropriately differentiates and scaffolds 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;
• Maintains student data to be shared with classroom teacher, building leader and family;
• Develops a variety of interventions and activities designed to meet students’ academic, social, psychological and physical needs with a system for monitoring progress;
• Creates opportunities for explicit instruction in small group to provide opportunities for pre-teaching, re-teaching and targeted intervention to address lagging skills;
• Establishes and communicates clear learning objectives for all learning activities;
• Actively engages students in the learning process which leads to an academic success identity;
• Communicates openly and with a growth mindset with adults and students;
• Demonstrates the ability to create a partnership and shared vision with parents for student success;
• Provides constructive feedback to students;
• Monitors students and observes changes in student behavior and seeks appropriate assistance;
• Creates a positive student learning environment;
• Positively manages student behavior;
• Analyzes, reflects, and responds about instructional practice.

Elementary 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;
• Demonstrated skill in Data Driven Instruction (DDI);
• Demonstrated ability to close the opportunity gap with vulnerable subgroups including Students with Disabilities, English Language Learners, Black, and Hispanic/Latino;
• Ability to work collaboratively with a variety of stakeholders including families, teachers, paras, social workers, principals, coordinators, coaches and community members for student success;
• Knowledge of developmental literacy, the District Literacy Plans and literacy assessments;
• Instructional practices that reflect an explicit understanding of being culturally responsive
• Excellent listening and questioning skills;
• Flexible and adaptable;
• Proactively plans for situations and circumstances;
• Imparts a positive impact with students and staff.

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.

French 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 French Teacher will inspire students to develop competencies, knowledge, and skills in aurally comprehending, speaking, reading and writing in French.  The French Teacher will coach students on how to interpret the culture of French speaking countries. The French Teacher will use the French 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.  

French Teacher Expectations

• Plan, organize, develop, and conduct a comprehensive culturally responsive 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.

French 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.

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.

 

SCSD ENL Bilingual Instructional Coach-Job Description

JOB DESCRIPTION:

The ENL Bilingual Instructional Coach will support the work of the Office of Teaching and Learning (OTL) in building and expanding capacity for effective instruction that assists building administration and staff to meet the needs of the ELL. The goal is to increase the English proficiency and academic achievement of ELLs by providing high-quality, innovative and research-based professional development and technical assistance to administrators, teachers, support staff and community agencies, that is designed to enhance their ability to better serve the ELL population.  As a support to teachers and principals, the ENL coach is responsible for providing support in the areas of second language acquisition, developing literacy in a second language, adoption of instructional materials, formative and summative assessment, co-planning and co-teaching, and ELL family and community engagement. 

 

REPORTS TO: Assistant Director of ENL, World Languages and CRE in the Office of Teaching and Learning, Director of the Office of Teaching and Learning & Assistant Superintendent of the Office of Teaching and Learning. Will work closely with the District Department Chair of ENL. 

 

DUTIES AND RESPONSIBILITIES:

• Willing to teach 1-2 stand alone or co-teaching classes in an elementary school and/or middle school setting for evaluation purposes (0.2/0.4 teaching). 

• Collaborate with teachers and provide specific strategies for improved instructional delivery.

• Serve as a resource for identifying appropriate research-based instructional strategies and interventions to improve achievement for ELLs in grades PreK-12.  

• Works with the ENL Department Chair to provide professional development to support ENL and general education teachers which will include literacy development in a second language and instructional strategies for ELLs,

• Serve as a coach to general education teachers by providing expert advice on improving and enhancing individual lessons to improve instruction for ELLs.  This will include, but is not limited to: 

  • Reviewing lesson plans, unit plans and assessments

  • Implementing the District curriculum in multiple content areas and grade levels

  • Observing classroom instruction and offering comprehensive analysis and feedback

  • Conducting demonstrations and modeling lessons for classroom teachers

• Integrate various data sets of student performance measures for language and content to produce meaningful supports and interventions for schools that are serving ELLs.

• Use a variety of assessment tools and strategies to gather data to monitor mastery of instructional content.

• Make recommendations on best practices for supporting ELL instruction across all grade levels and individual schools.

• Research and support schools in identifying quality and appropriate resources that support teachers and administrators.

• Lead teacher study groups and/or collaborative learning teams in buildings to increase content and pedagogical knowledge of effective ELL instruction.

• Collaborate with the Student Support Services to develop and implement plans designed to assist struggling ELLs.

• Demonstrate a commitment to high expectations for all students with an emphasis on the strengths ELLs bring to the teaching and learning process and closing the ELL achievement gap.

• Liaison between Regional Bilingual Education Resources Network (RBERN), Department Chair for ENL and the Assistant Director of ENL for ongoing professional development opportunities to turn key with classroom teachers.

• Assist with the coordination of NYSITELL/NYSESLAT testing with the Department Chair and Assistant Director 

• Complete any additional duties as assigned by the Assistant Director of ENL, World Languages and CRE.

 

KNOWLEDGE, EXPERIENCE, AND TRAINING:

• Strong record of helping ELLs achieve academic success.

• Experience in analyzing data and using results to modify lessons.

• Significant experience with ELL instructional best practices.

• Ability to effectively research, identify and secure instructional materials and resources to enhance the quality of instruction across multiple subjects and grade levels.

• Available and willing to actively participate in school communities.

• Unquestioned integrity and commitment to the SCSD mission and willingness to serve the diverse SCSD community.

• Experience in professional development and leadership roles working with adults

• Ability to plan, model, coach and provide feedback to individual teachers and teams of teachers to improve teaching and learning.

• Significant experience implementing ELL effective instructional practices, designing engaging lessons, using data and formative assessment in the classroom and implementing strategies to engage ELL families.

• Experience with building and maintaining culturally responsive learning environments that celebrate the diversity of the student population. 

• Ability to model positive and healthy character traits and habits, such as being organized, consistent and understanding.

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.

SCSD Bilingual Teacher -Job Description

This is an exciting opportunity to be a part of a new dual language program! The Bilingual Teacher will support the work of creating the second dual language program in the Capital Region at Schenectady City School District (SCSD)! 

JOB DESCRIPTION:

 The Bilingual teacher will work to expand capacity for effective instruction that assists building administration and staff to meet the needs of our ELL and dual language students. The Bilingual teacher will help develop and enhance bilingual programming to increase the Spanish language and literacy proficiency and academic achievement of Spanish speaking ELLs, as well as native English speakers, by providing high-quality, innovative and research-based professional development and technical assistance to administrators, teachers, support staff and community agencies.  As a support to teachers and principals, the Bilingual teacher is responsible for providing support in the areas of second language acquisition, developing literacy in a second language, adoption of instructional materials, formative and summative assessment, co-planning and co-teaching, and ELL family and community engagement. 

REPORTS TO: Building Principal as well as the Assistant Director of ENL, World Languages, and Culturally Responsive Education (CRE) in the Office of Teaching and Learning.

DUTIES AND RESPONSIBILITIES:

• Will work closely with the District Department Chair of ENL, ENL/Bilingual Instructional Coach, Teachers, and Building Administrators. 

• Collaborate with teachers to provide specific strategies for improved instructional delivery for ELLs whose first language is Spanish.

• Plan with the ENL Department Chair, ENL Instructional Coach and AD for ENL to provide professional development to support dual language and general education teachers which will include literacy development in a second language and instructional strategies for Spanish speaking ELLs,

• Assist in vetting programing for the dual language program and assist with the budget for the dual language program; curriculum development, classroom materials and resources. 

• Plan a program of study and  develop lesson plans designed to provide a balanced program of instruction in Spanish language, culture and literacy that meet the individual needs, interests, and abilities of students.

• Evaluate student progress on a regular basis and prepare progress reports.

• Instruct students in citizenship, basic communications skills and other general elements of the course of study in Spanish, common to all teachers, as specified in state law and administrative regulations and procedures of the district.

• Provide individual, small, and/or large group instruction, whenever appropriate, in order to adapt instruction to the needs of students with varying intellectual abilities.

• Establish and maintain standards of pupil behavior needed to provide an orderly and productive environment.

• Develop and maintain professional competence through participation in in-service education activities provided by the district and in self-selected professional growth activities.

• Supervise out-of classroom activities for pupils during the assigned working day, as required.

• Appropriately communicate with parents and pupil personnel staff members on the individual student’s progress and development.

• Participate on committees and engage in student and family activities focused on ELL students.

• Serve as a resource on an interdepartmental level to relate appropriate aspects of subject area to other subject/content areas

• Work to establish and maintain open lines of communication with students and their parents concerning the academic and behavioral progress of all assigned students.

• Any additional duties as assigned by the Assistant Director of ENL, World Languages and CRE.

KNOWLEDGE, EXPERIENCE, AND TRAINING:

• Strong record on helping ELLs, particularly Spanish speaking ELLs achieve academic success.

• Deep knowledge of New York State Commissioner’s Regulations Part 154 Transitional Bilingual Education Programming

• Experience in analyzing data and using results to modify lessons.

• Significant experience with Dual Language instructional best practices.

• Ability to effectively research, identify and secure instructional materials and resources to enhance the quality of instruction across multiple subjects and grade levels.

• Available and willing to actively participate in school communities.

• Unquestioned integrity and commitment to the SCSD mission and willingness to serve the diverse SCSD community.

• Willingness to participate in professional development opportunities.

• Significant experience implementing effective instructional practices in Spanish Home Language Arts and Bilingual Content Area Subjects, designing engaging lessons, using data and formative assessment in the classroom and implementing strategies to engage families.

• Experience with building and maintaining culturally responsive learning environments that celebrate the diversity of the student population. 

• Ability to model positive and healthy character traits and habits, such as being organized, consistent and understanding.

• Ability to read, write, speak, understand, and communicate in English and Spanish sufficiently to perform the duties of this position.

 

Elementary Teacher Role

This position will report to Elementary School 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. 

Elementary Teacher Expectations

• Effectively and appropriately differentiates and scaffolds 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;
• Maintains student data to be shared with classroom teacher, building leader and family;
• Develops a variety of interventions and activities designed to meet students’ academic, social, psychological and physical needs with a system for monitoring progress;
• Creates opportunities for explicit instruction in small group to provide opportunities for pre-teaching, re-teaching and targeted intervention to address lagging skills;
• Establishes and communicates clear learning objectives for all learning activities;
• Actively engages students in the learning process which leads to an academic success identity;
• Communicates openly and with a growth mindset with adults and students;
• Demonstrates the ability to create a partnership and shared vision with parents for student success;
• Provides constructive feedback to students;
• Monitors students and observes changes in student behavior and seeks appropriate assistance;
• Creates a positive student learning environment;
• Positively manages student behavior;
• Analyzes, reflects, and responds about instructional practice.

Elementary 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;
• Demonstrated skill in Data Driven Instruction (DDI);
• Demonstrated ability to close the opportunity gap with vulnerable subgroups including Students with Disabilities, English Language Learners, Black, and Hispanic/Latino;
• Ability to work collaboratively with a variety of stakeholders including families, teachers, paras, social workers, principals, coordinators, coaches and community members for student success;
• Knowledge of developmental literacy, the District Literacy Plans and literacy assessments;
• Instructional practices that reflect an explicit understanding of being culturally responsive
• Excellent listening and questioning skills;
• Flexible and adaptable;
• Proactively plans for situations and circumstances;
• Imparts a positive impact with students and staff.

 

Common Branch Elective Teachers (PreK-5) The Common Branch Elective Teacher will serve students in our elementary schools with targeted supplemental instruction that is aligned to the building and district improvement plans.   Through culturally responsive teaching and research based practices, with a focus on addressing disproportionality, this position requires the utilization of multiple data points to drive instructional decisions. This elementary teacher will be assigned multiple classes across grade levels and must embrace innovative, hands-on, engaging and creative teaching practices to meet the needs of our diverse learners. The elective class is part of a six-day rotating schedule which will include a complementary curriculum to support Tier 1 Instruction  ( e.g.problem solving through math, integration of core content collaborative problem solving and computer literacy skills). The Common Branch Elective Teacher will: Provide students with equitable opportunities to increase content knowledge,  Collaborate with teachers to design and implement lessons and units of instruction, and assess student learning and instructional effectiveness,  In collaboration with the building principal, provide the leadership and expertise necessary to ensure that all work is aligned with the mission, goals, and objectives of the school and the school district, and is an integral component of the learning/instructional program Take an active role in school improvement and accreditation activities Join with teachers and others to plan and implement meaningful experiences that will promote a love of reading and lifelong learning Incorporate effective classroom management principles, resources, and facilities, in developing and implementing program goals and objectives Use Chromebooks as a primary tool of instruction

Earth Science Teacher Role

The SCSD is seeking an innovative science teacher that will make science accessible and enjoyable for all students. The science teacher is expected to utilize student’s communities to teach and apply science. This position requires a high degree of attention to detail, inclusiveness to learning and limitless creativity.

Earth Science Teacher Expectations

• Ensure that all lessons are planned with clear aims and objectives;
• Ensure that all lessons are delivered in line with the departmental schemes of work and school policies;
• Take into account the differing ability lessons of students and differentiate work accordingly;
• Encourage all students to be actively engaged in their own learning and in reviewing their progress against targets;
• Encourage and foster intellectual curiosity;
• Participate in Science events such as trips as the primary liaison;
• Identify new and innovative ways to make science subject more interesting for the students;
• Teach students the methods of conducting experiments in the laboratory;
• Ensure students understand the subject of science well;
• Give individual attention to the students and clarify all their misconceptions about the subject;
• To work with colleagues in the Science Department to formulate plans which have coherence and relevance to the needs of the individual students and to the aims and objectives of SCSD;
• Ensure that all work in the Science Department reflects the distinctive ethos of SCSD.
• Use growth mindset practices in their classrooms;
• Teach students how to use learning to resolve real-world problems.

Earth Science Teacher Key Qualities

• Models a growth mindset;
• Establishes and maintains good relationships with colleagues, learners and parents;
• Communicates effectively;
• Positively influence others;
• Listens actively;
• Motivate and engages with colleagues;
• Uses students lived experiences to guide instruction.

 

Middle SchoolScience Teacher Role

The Schenectady City School District is seeking a middle school innovative science teacher that will make science accessible and enjoyable for all students.  Position is full-time probationary beginning September 1, 2023. Applicants must have, or be in the process of obtaining, a valid NYS certification. A competitive salary and benefit package is based on experience and the SFT Contract. 

Middle School Science Teacher Expectations

• Ensure that all lessons are planned with clear aims and objectives;

• Ensure that all lessons are delivered in line with the departmental schemes of work and school policies;

• Take into account the differing ability lessons of students and differentiate work accordingly;

• Encourage all students to be actively engaged in their own learning and in reviewing their progress against targets;

• Encourage and foster intellectual curiosity;

• Identify new and innovative ways to make science subject more interesting for the students;

• Teach students the methods of conducting experiments in the laboratory;

• Ensure students understand the subject of science well;

• Give individual attention to the students and clarify all their misconceptions about the subject;

• To work with colleagues in the Science Department to formulate plans which have coherence and relevance to the needs of the individual students and to the aims and objectives of SCSD;

• Ensure that all work in the Science Department reflects the distinctive ethos of SCSD.

• Use growth mindset practices in their classrooms;

• Teach students how to use learning to resolve real-world problems.

Middle School Science Teacher Key Qualities

• Models a growth mindset;

• Establishes and maintains good relationships with colleagues, learners and parents;

• Communicates effectively;

• Positively influence others;

• Listens actively;

• Motivate and engages with colleagues;

• Uses students' lived experiences to guide instruction.

 

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.