Job Description:

LOCATION: Schenectady City School District

OCCUPATIONAL THERAPIST (SCHOOL DISTRICT)

 

DISTINGUISHING FEATURES OF THE CLASS:  This position exists in a school district and involves responsibility for evaluating, planning and providing occupational therapy treatment to students in accordance with written prescription or referral from a physician who provides medical direction.  Administrative direction is received from the school principal and/or director of individualized pupil services relative to scheduling and recordkeeping.  General supervision may be exercised over a variety of technically trained personnel.  The incumbent does related work as required.

 

TYPICAL WORK ACTIVITIES:

 

• Performs occupational therapy procedures upon the written prescription or referral from a physician, utilizing a creative activity which may be manual, industrial, recreational or educational designed and/or adapted to correct or remedy any disability;
• Evaluates the degree of function and disability of students unless contraindicated by professional judgment or a physician's order;
• Records on students' records evaluations, reevaluations, progress notes, consultations and treatment summaries;
• Participates with other school personnel in the formulation of students' individual education plans.
• Develops or assists in the development of district occupational therapy policies and procedures;
• Develops a written prescription to be incorporated into the individualized educational plan for each student to receive therapy services;
• Develops and applies adaptive assistance devices and/or self-help techniques to aide students achieve maximum independence;
• Participates in Comprehensive Support Service Team staffings;
• Participates in parent and teacher conferences relative to occupational therapy procedures;
• Establishes and maintains communications with physicians and community agencies working with the students.

FULL PERFORMANCE KNOWLEDGES, SKILLS, ABILITIES & PERSONAL CHARACTERISTICS: Good knowledge of the principles, techniques and practices of occupational therapy; good knowledge of the operation and minor maintenance of apparatus and equipment used in occupational therapy; working knowledge of community resources available to support or supplement the occupational therapy program; ability to evaluate, plan and execute treatments for students; ability to get along well with others.

Social Worker Role

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

Social Worker Expectations

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

Social Worker Key Qualities

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

Social Worker Role

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

Social Worker Expectations

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

Social Worker Key Qualities

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

DISTINGUISHING FEATURES OF THE CLASS:

The Behavior Specialist will be responsible for working collaboratively with staff and administrators on implementing behavior support practices; including but not limited to behavior observation/monitoring, behavior consultations and behavior interventions. Serves as primary contact to staff for behavior related reporting, data collection and training and assessment tracking. Works with the building principal on the development of behavioral systems within the Special Education Division, including the development and implementation of a Functional Behavior Assessment (FBA) and a Behavior Intervention Plan (BIP), website for staff and families on behavioral resources and targeted professional development, and consultation on classroom management plans. Works under general supervision of the Director of Special Education. Does other related work, as required.

TYPICAL WORK ACTIVITIES (Illustrative only):

• Conducts student consultations to advise on behavior support practices;

• Serves as a member of the Intake Team to review applications for students;

• Designs, implements and monitors behavior interventions for students with disabilities;

• Prepares written reports as needed to outside psychiatric professionals/community agencies regarding behavioral concerns of students with disabilities;

• Maintains data on the effectiveness of behavior interventions for specific students and types of programs within the Division;

• Conducts classroom observations to support behavior related management and instruction;

• Conducts functional behavioral assessments and design, implements and monitors behavior intervention plans;

• Oversees implementation fidelity of FBA/BIP which includes embedded professional development to staff;

• Prepares reports for the Committee on Special Education on the results of Functional Behavioral Assessments including recommendations for Behavioral Intervention Plans;

• Serves as a member of the Committee on Special Education for students with behavioral concerns;

• Provides teacher-coaching and support related to classroom management;

• Collects and analyzes data to advise on behavioral practices across the district;

• Provides training to staff on positive behavioral interventions, data collection and progress monitoring of behaviors.

• Performs related work, as required.

FULL PERFORMANCE KNOWLEDGE, SKILLS, ABILITIES, AND PERSONAL CHARACTERISTICS:

Comprehensive knowledge of the role of school administrators, teachers, social workers, school counselors and psychologists related to school improvement; Thorough knowledge of student/youth assessment, behavior and classroom management systems; Thorough knowledge on the behavioral impact of mental health issues, autism, brain injuries and developmental disabilities; Working knowledge of Education Law, Rules and Regulations; Ability to organize tasks and set priorities; Ability to relate to and support program staff; Ability to train staff on behavior data collection and analysis; Ability to communicate effectively both orally and in writing; Ability to work with families on positive behavior plans for students with disabilities; Ability to remain current in educational research on behavior analysis and management; Cultural sensitivity

Long Term Substitute Social Worker Role  09/01/2026 - 06/30/2027

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

Social Worker Expectations

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

Social Worker Key Qualities

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

CPSE Chairperson Role

This position reports to the Pupil Services Division and school principal in a midsize urban school district located in the Capital region of Upstate New York. The School Psychologist will work with teachers, parents, and school leaders to develop plans and strategies to improve students’ academic performance and social emotional development. School Psychologist will possess the competencies necessary for serving the psychological and educational needs of children, adolescents and families.  School Psychologist will be a change agent for the district and assigned school. This position requires a high degree of culturally responsiveness, knowledge on the educational impacts of trauma and creativity when it comes to addressing the needs of students.

CPSE Chairperson Expectations

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

CPSE Chairperson Key Qualities

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

 

 

School Psychologist Role

This position reports to the Pupil Services Division and school principal in a midsize urban school district located in the Capital region of Upstate New York. The School Psychologist will work with teachers, parents, and school leaders to develop plans and strategies to improve students’ academic performance and social emotional development. School Psychologist will possess the competencies necessary for serving the psychological and educational needs of children, adolescents and families.  School Psychologist will be a change agent for the district and assigned school. This position requires a high degree of culturally responsiveness, knowledge on the educational impacts of trauma and creativity when it comes to addressing the needs of students.

School Psychologist Expectations

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

School Psychologist Key Qualities

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

 

 

Social Worker Role

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

Social Worker Expectations

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

Social Worker Key Qualities

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

School Psychologist Role

This position reports to the Pupil Services Division and school principal in a midsize urban school district located in the Capital region of Upstate New York. The School Psychologist will work with teachers, parents, and school leaders to develop plans and strategies to improve students’ academic performance and social emotional development. School Psychologist will possess the competencies necessary for serving the psychological and educational needs of children, adolescents and families.  School Psychologist will be a change agent for the district and assigned school. This position requires a high degree of culturally responsiveness, knowledge on the educational impacts of trauma and creativity when it comes to addressing the needs of students.

School Psychologist Expectations

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

School Psychologist Key Qualities

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

 

 

School Counselor Role

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

The successful candidate possesses:

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

Job responsibilities include but are not limited to:

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

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