Elementary Special Education Teacher Role

This position reports to Elementary Building Principal and Special Education Division. The Elementary Special Education Teacher develops and provides specialized instruction to meet the unique needs of all students with disabilities. This position requires a high degree of adaptability, attention to diversity and equitable outcomes.

Elementary Special Education Teacher Expectations

• Provides research-based specialized instruction to address the instructional goals and objectives contained within each student’s IEP;
• Assesses student progress and determines the need for additional reinforcement or adjustments to instructional techniques;
• Employs various teaching techniques, methods and principles of learning to enable students to meet their IEP goals;
• Develops and implements annual Individualized Educational Program (IEP) plans for students;
• Creates a positive learning experience with emphasis in individualized instruction using appropriate sources;
• Provides direction, supervision and evaluation of educational paraprofessionals as directed;
• Employs and implements a classroom structure and consistency to encourage student responsibility, cooperation and mutual respect consistent with district policies and procedures;
• Collaborates and consults with educational professionals and community service providers regarding the needs of students;
• Performs other comparable duties of a like or similar nature apparent or as assigned.

Elementary Special Education Teacher Key Qualities

• Relishes using multiple communication methods that are tailored to and facilitate productive conversations with different stakeholders;
• Applies the critical thinking skills needed to adapt instructional practices to support student growth;
• Builds positive and collaborative working relationships with colleagues;
• Practices patience with all students, families and colleagues;
• Always seeking new ways to teach students the way they learn.

Elementary Teacher Role

This position will report to the Building Principal. The Elementary School Teacher will plan, prepare, and teach well developed culturally responsive lessons which enthuse and inspire students, and promote an exciting rigorous learning environment. The Elementary School Teacher will assess, track, and provide relevant and timely feedback on achievement and developmental needs to students, families and colleagues. The Elementary School Teacher will maintain a strong home, school and community connection. The Elementary School Teacher will work within a diverse environment of dynamic learners. This position will require a high degree of creativity, cultural awareness and problem-solving capabilities. 

English Teacher Role

This position will report to the Principal in a midsize urban school district located in the Capital region of Upstate New York. The English Teacher will support the developmental and academic needs of diverse learners at the secondary level and have a passion and tireless commitment to ensuring that all students learn.  The English Teacher will make reading, writing and speaking accessible and engaging for students and articulate to students the connections between reading, writing and speaking.  The English Teacher will plan culturally responsive lessons/units by utilizing data to inform their instruction and differentiate lessons to meet the diverse learning needs of all students. The English Teacher will maintain a rigorous classroom environment aligned with the CCLS and students lived experiences. This English Teacher will provide continuous feedback for student growth.  This position requires a high degree of flexibility, caring attitude and a culturally responsive equity-based mindset.  This teaching position is part of a new and exciting initiative to provide inquiry based and culturally responsive instruction to our middle school program.  Students will be engaged in disciplinary literacy, civics and activism throughout the course.

 English Teacher Expectations

• Teach reading, writing, viewing, listening, and speaking;

• Transfer mastery of content to students by leveraging their background knowledge and experiences;

• Implement a variety of teacher strategies to facilitate learning amongst diverse learners and social justice topics;

• Plan lessons, assign grade and homework;

• Use growth mindset practices in their classrooms;

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

• Build trust, motivate and understand student needs;

• Embrace and lift student strengths, voice and identity to create a learning environment that is highly engaging and relevant to students;

• Uses student engagement as a core component of classroom management system.

English Teacher Key Qualities

• Demonstrates an imagination that is contagious; 

• Teaching approaches are driven by innovation and equity;

• Facilitates classroom interactions that foster intellectual, cultural and social emotional learning;

• Independent thinker that thrives in interdependent environments.

Farm to School Program Goals:

• Connect the concepts of culture and healthy eating 
• Empowering community through food
• Foster relationships in a safe, welcoming environment to learn about nutrition, sustainability, and nature
• Engage school community members during the school year and over the summer
• Increase participation among English Language Learners within the school and broader community for Farm to School programming
• Introduce participants to new vegetables and foods
• Increase access to fresh foods by providing produce to take home

Job Responsibilities will include:

• The Farm to School Family Ambassador will assist in running four bilingual workshops in their building's school garden from January through June 2026.
• Engage school families in the garden and the Farm to School program
• Provide families with opportunities to eat fresh produce, learn about growing their own food, and integrate their culture into the school garden.
• Collaborate with and receive training from the Farm to School Manager to support effective workshop implementation

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.

Elementary Special Education Teacher Role

This position reports to Elementary Building Principal and Special Education Division. The Elementary Special Education Teacher develops and provides specialized instruction to meet the unique needs of all students with disabilities. This position requires a high degree of adaptability, attention to diversity and equitable outcomes.

Elementary Special Education Teacher Expectations

• Provides research-based specialized instruction to address the instructional goals and objectives contained within each student’s IEP;
• Assesses student progress and determines the need for additional reinforcement or adjustments to instructional techniques;
• Employs various teaching techniques, methods and principles of learning to enable students to meet their IEP goals;
• Develops and implements annual Individualized Educational Program (IEP) plans for students;
• Creates a positive learning experience with emphasis in individualized instruction using appropriate sources;
• Provides direction, supervision and evaluation of educational paraprofessionals as directed;
• Employs and implements a classroom structure and consistency to encourage student responsibility, cooperation and mutual respect consistent with district policies and procedures;
• Collaborates and consults with educational professionals and community service providers regarding the needs of students;
• Performs other comparable duties of a like or similar nature apparent or as assigned.

Elementary Special Education Teacher Key Qualities

• Relishes using multiple communication methods that are tailored to and facilitate productive conversations with different stakeholders;
• Applies the critical thinking skills needed to adapt instructional practices to support student growth;
• Builds positive and collaborative working relationships with colleagues;
• Practices patience with all students, families and colleagues;
• Always seeking new ways to teach students the way they learn.

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.

Per Diem 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.

Per Diem 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.

Per Diem 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.

Teaching Assistant Role

This position reports to the school principal in a midsize urban school district located in the Capital Region of Upstate New York. The Teacher Assistant will play a critical role in assisting teachers in facilitating quality academic and enrichment activities for all students. The Teacher Assistant will assist the Teacher in creating a learning environment that will enhance the academic rigor for all students. The Teaching Assistant will implement and assist with all instructional duties. This position requires a high degree of flexibility, professionalism and culturally responsive disposition.

Teaching Assistant Expectations

Assist the Teacher in implementing the instructional program spending the majority of the time in direct work with students.  These duties may include, but are not limited to the following:

• Assist teacher with the organization of instructional materials and learning centers as planned and directed by the teacher;
• Work with individual or small groups of students to reinforce skills and concepts previously taught under the supervision of the teacher;
• Work with students to help achieve IEP goal activities under the supervision of the teacher;
• Assist students with education and therapy goals by helping them stay on track, repeating instructions from teacher, scribing, etc;
• Assist the teacher with the monitoring of student activities in the classroom, halls, and on the playground and during arrival and dismissal periods;
• Assist the teacher during times of crisis;
• Reinforcement of explicitly taught expectations that are reviewed often with students;
• Assist in managing clear and consistent classroom routines;
• To assist the teacher in maintaining conditions affecting the safety and welfare of the students
• Assist with student supervision
• Intake recordkeeping, preparing testing materials, ordering of testing materials;
• All other instructional or non-instructional support needed by immediate supervisor;
• Assist teachers in implementing culturally responsive practices to assists students in improving their literacy skills;
• Collaborates with teachers and leadership to promote a positive and rigorous learning environment.

Teaching Assistant Key Qualities

• Reflects on practices and modify as necessary to meet the unique needs of all students;
• Passionate about developing relationships with students;
• Set high expectations for students;
• Demonstrates for students the importance of being life-long learners;
• Ability to motivate in a team-oriented, collaborative environment;
• Designated champion for every child in your classroom;
• Demonstrate perseverance and be proactive in supporting students in and outside of the classroom;
• Establish daily practices that support students in enjoying the experience of learning making human connections;
• Establish daily practices that remind every student they become the best they can possibly be;
• Cares about students’ academic and social emotional needs;
• Strives for 100% attendance;
• Dedication to understanding the needs of our students;
• Collaborate with teachers regarding daily and weekly plans and expectations
• Lead a variety of small and large group activities daily;
• Communicate in a proactive and positive manner with Principal and colleagues;
• Supervise and engage students during meals and recess time;
• Build student relationships and a sense of community;
• Flexibility in thinking and acting; pitch in when and where needed, so as to ensure a safe and productive day for all students.

This is a 10-month position.

DISTINGUISHING FEATURES OF THE CLASS:

This position reports to the Innovation, Equity and Engagement Office of a midsize urban school district located in the Capital region of Upstate New York. The Parent Liaison will establish culturally responsive protocols that create a bridge between home, school and the community. The Parent Liaison will ensure that the relationship between home, school and the community informs district decision-making and leads to equitable outcomes. Most importantly, the Parent Liaison will leverage the racial, cultural and linguistic experiences of families when using interventions and best practices to meet the needs of our diverse Schenectady community. This position requires a high degree of cultural competency, compassion and community responsiveness.

TYPICAL WORK ACTIVITIES:

• Knowledge of community resources and ability to provide needed professional development for families, educators and community members on resources; Identifying and integrating resources and services from the community to support students and families;

  • Work with families to identify culturally responsive approaches, with great attention to the language and culture of families, in order to resolve any issues that may be having an impact their child’s success in school;

  • Tracking, collecting and reporting family needs, concerns and what recommendations they have for the school;

  • Administering surveys that provide district with critical feedback on family involvement, engagement and partnerships.

  · Willing and able to value and engage with the native and dialect languages, as well as, the formal and informal forms of communication used within the rich Schenectady City Community

FULL PERFORMANCE KNOWLEDGE, SKILLS, ABILITIES AND PERSONAL CHARACTERISTICS: 

• Interest in increasing family engagement and involvement;

  • Good listening, communication and written skills;

  • Be able to develop quality relationships with families from all backgrounds living in the Schenectady community;

  • Be compassionate, kind and respectful of others and their lived experiences;

  • Ability to work collaboratively with others;

  • Use an anti-racist and trauma sensitive lens when working with families

  • Strong work ethic and ability to maintain the utmost confidentiality;

Distinguishing Features of the Class and Registered Professional Nurse

This is a professional nursing position involving responsibility for giving care to students and for performing related nursing services such as pupil health screening and notification of defects and communicable disease control requiring judgment and skills.  This position differs from the certificated position of School Nurse-Teacher in that there is no responsibility for either classroom instruction or guidance involved.  The work is performed under the general direction of a School Physician or School Nurse-Teacher.  Supervision may be exercised over the work of clerical assistants. The professional nurse performs professional nursing services at one or more schools in the maintenance of acceptable health standards, school health records and the emergency treatment of student and employee health problems; does related work as required. This position requires a high degree of patience, compassion and responsiveness to student experiences

Typical Work Activities and Registered Professional Nurse Expectations

• Assists the School Physician in physical, visual and auditory screening examinations of students and employees;
• Administers first aid and emergency treatment to students and employees;
• Prepares and maintains health records for school authorities;
• Assists at school immunization clinics;
• Arranges to transport sick or injured students or employees to hospital, home, doctor’s, and dentist’s office in cases of emergency;
• Inspects the school plant, playground and cafeteria and reports on general safety and sanitary conditions;
• Orders, inventories and oversees the storage of first aid and related health supplies and equipment;
• Consults with attendance teachers, staff members and school nurse-teachers concerning a variety of health factors related to non-attendance and communicable disease;
• Prepares records and reports as required.

Full Performance Knowledge, Skills, Abilities and Personal Characteristics and Key Qualities of Registered Professional Nurse

• Open to learning;
• Goes above and beyond to connect with students and families;
• Connects families to community resources;
• Good knowledge of nursing principles and techniques and their relation to medical practices and skill in their application;
• Working knowledge of material-medical, dietetics, sanitation and personal hygiene;
• Skill in the application of technical, oral and written instructions;
• Ability to keep records and make reports;
• Ability to get along well with students, teachers, parents and others;
• Ability to carry out successfully the measures prescribed;
• Ability to plan and supervise the work of sub-professional and non-technical personnel;
• Good observation, mental alertness, firmness, initiative;
• Cheerfulness, patience, emotional stability, sympathetic attitude toward the sick;
• Good moral character.

School Safety Officers

(Multiple full-time and part-time positions available at the secondary school level)

About Schenectady City Schools

The Schenectady City School District (SCSD) has begun a period of change that seeks to transform the district and its schools. A significant level of local, state, and federal attention and investment in the Schenectady City Schools has characterized the last few years providing an incredible opportunity to ensure that all of its students graduate prepared to succeed in college or a well-paying career. Currently, the Schenectady City School District is seeking highly competent, motivated, dedicated and fully engaged individuals to accept leadership roles throughout the district's schools and Central Office to serve the academic, emotional and physical needs of approximately 10,000 students through the essential elements of the district’s Strategic Plan. The Superintendent is leading a talented and committed leadership team with the aim of moving SCSD toward world class status and preparing all students for success.

Hours: 8 hours per day

Work Year: 10 months

Distinguishing Features of the Class and Role of School Safety Officer:

Employees in this class are responsible for insuring the safety of students and staff, maintaining order and protecting school property. Direct supervision is received from the District Chief of Security and Building Principal in accordance with established policies and procedures.  Does related work as required. This position requires a high degree of cultural awareness, an understanding of positive behavioral supports and restorative practices.

Typical Work Activities and Expectations of School Safety Officer:

• Controls and directs traffic on school roadways and parking lots;
• Patrols school grounds on foot or in car to protect persons and property, maintain order and ensure compliance with school rules and regulations;
• Patrols school parking lots before, during and after regularly schedule classes,
• Checks all vehicles for proper registration;
• Investigates complaints received personally or as assigned by supervisor;
• Supervision of entry level teacher aides assigned to hallways, doors, etc.
• May enforce traffic and parking regulations;
• May summon local police, fire department or ambulance service in case of law violation, fire or other emergency;
• Gives information and directions to students and visitors;
• Keeps records and makes written reports on a regular basis on security matters;
• Performs related duties as required by Chief of Security/Building Principal to provide protection and maintain security;
• Questions persons on school premises who are not students or staff and advises as to school rules and either directs visitors to school offices or asks them to leave.

Full Performance Knowledge, Skills, Abilities and Personal Characteristics and Key Qualities of School Safety Officer:

• Working knowledge of the practices and procedures necessary to maintain order and insure the protection of life and the security of buildings, grounds and equipment;
• Working knowledge of school district rules and regulations; ability to exercise sound judgment in carrying out duties;
• Ability to maintain good relationships with students and faculty;
• Ability to understand and carry out oral and written directions;
• Good powers of observation;
• Courtesy and tact. Ability to prepare brief written communications;
• Ability to communicate information orally and by written report;
• Ability to use self-defense, restraint techniques and security equipment as necessary; physical condition commensurate with the demands of the position.

Hours: 8 hours per day

Work Year: 10 months

Distinguishing Features of the Class and Role of Security Monitor:

The work involves responsibility for patrolling halls, corridors, lavatories, buildings and grounds to protect persons and property and to enforce school rules.  The position is intended to provide maximum security of persons and property while maintaining an atmosphere throughout the school that is conducive to the program of studies. The incumbent will establish rapport with students in order to assist them with their problems or refer them to someone on the professional staff who can help.  The work is performed under the general direction of the school principal with leeway allowed for exercise of independent judgment in carrying out assignments.  Does related work as required.

Typical Work Activities and Expectations of Security Monitor:

• Patrols school halls, stairwells, restrooms, courtyards, entrances, parking lots and other parts of school buildings and grounds to protect persons and property, maintain order and insure compliance with school rules;
• Questions persons on school premises who are not student or staff and advises as to school rules and either directs visitors to school offices or asks them to leave;
• Reports periodically to principal on problems, incidents and conditions affecting security, either orally or in writing;
• Interacts and develops rapport with students in order to act as a sounding board so students have someone to talk to about their school or personal problems, and either assists them or refers them to someone who can help them;
• Advises parents, teachers, counselors or principal about potential or actual student problems concerning class-cutting, truancy, disciplinary or other school or personal problems;
• May supervise the loading of buses and follows buses on routes or on field trips to make sure no discipline problems develop;
• May work in a detention class or "time out" room calming down students and conferring with them as to the importance of  remaining in school and of maintaining proper school behavior;
• Checks student attendance by verifying daily records against teacher attendance records, records absences or class cuts,  notes late students, verifies absence notes and contacts  parent as to problem;
• Participates in the development and implementation of district  security plans;
• May act as liaison with local and state police agencies;
• May answer requests from parents, probation officers and counselors regarding attendance and, in essence, acts as a liaison between home and school;
• May act as a contact with the outside community for the benefit of the students to help them get jobs or into programs and assists in arranging for community based school activities such as field trips.

Full Performance Knowledge, Skills, Abilities and Personal Characteristics and Key Qualities of Security Monitor:

• Working knowledge of the problems of young adults;

• ability to perform the actions necessary to maintain order and insure the protection of persons and security of the school building;

• ability to exercise sound judgment in carrying out supervision and security duties;

• ability to relate to, get along with and command the respect of young adults;

• ability to understand and carry out written or oral directions;

• ability to articulate the problems and concerns of students to the school administration;

• concern for the welfare of young adults;

• understanding of the value of receiving an education and ability to transmit this knowledge of students.

Paraprofessional Role

This position reports to the school principal in a midsize urban school district located in the Capital Region of Upstate New York. The Paraprofessional will play a critical role in assisting teachers in facilitating quality academic and enrichment activities for all students. The Paraprofessional will assist the Teacher in creating a learning environment that will enhance the academic character and social-emotional skills of all students. The Paraprofessional will implement and assist with all non-instructional duties as assigned by engagement team or supervisor. This position requires a high degree of flexibility, professionalism and culturally responsive disposition.

Paraprofessional Expectations

• Clerical duties such as assisting building secretary, answering phones, copying, filing and attendance duties.  Contact parents as directed by supervisor;
• Assist in library duties such as checking books in and out, restocking shelves, inventory, recordkeeping, maintenance of equipment and overdue notices.
• Assist with student supervision;
• Organizing, scheduling, and maintenance of computer labs as directed;
• Intake recordkeeping, preparing testing materials, ordering of testing materials;
• Breakfast and/or lunch monitor duties to include playground supervision;
• Escorting students as directed by supervisor;
• Monitor halls, bathrooms, cafeteria, playground, and all outside areas within the immediate vicinity of the building;
• Morning and afternoon bus duty supervision;
• All other non-instructional support needed by immediate engagement team or supervisor;
• Assist teachers in implementing culturally responsive practices to assists students in improving their literacy skills;

• Collaborates with teachers and leadership to promote a positive and rigorous learning environment

Paraprofessional Key Qualities

• Reflects on practices and modify as necessary to meet the unique needs of all students;
• Passionate about developing relationships with students;
• Set high expectations for students;
• Demonstrates for students the importance of being life-long learners;
• Ability to motivate in a team-oriented, collaborative environment;
• Designated champion for every child in your classroom;
• Demonstrate perseverance and be proactive in supporting students in and outside of the classroom;
• Establish daily practices that support students in enjoying the experience of learning making human connections;
• Establish daily practices that remind every student they become the best they can possibly be;

• Cares about students’ academic and social emotional needs;
• Strives for 100% attendance;
• Dedication to understanding the needs of our students;

• Collaborate with teachers regarding daily and weekly plans and expectations
• Lead a variety of small and large group activities daily;
• Communicate in a proactive and positive manner with Principal and colleagues;
• Supervise and engage students during meals and recess time;
• Build student relationships and a sense of community;

• Flexibility in thinking and acting; pitch in when and where needed, so as to ensure a safe and productive day for all students.

Paraprofessional Role

This position reports to the school principal in a midsize urban school district located in the Capital Region of Upstate New York. The Paraprofessional will play a critical role in assisting teachers in facilitating quality academic and enrichment activities for all students. The Paraprofessional will assist the Teacher in creating a learning environment that will enhance the academic character and social-emotional skills of all students. The Paraprofessional will implement and assist with all non-instructional duties as assigned by engagement team or supervisor. This position requires a high degree of flexibility, professionalism and culturally responsive disposition.

Paraprofessional Expectations

• Clerical duties such as assisting building secretary, answering phones, copying, filing and attendance duties.  Contact parents as directed by supervisor;
• Assist in library duties such as checking books in and out, restocking shelves, inventory, recordkeeping, maintenance of equipment and overdue notices.
• Assist with student supervision;
• Organizing, scheduling, and maintenance of computer labs as directed;
• Intake recordkeeping, preparing testing materials, ordering of testing materials;
• Breakfast and/or lunch monitor duties to include playground supervision;
• Escorting students as directed by supervisor;
• Monitor halls, bathrooms, cafeteria, playground, and all outside areas within the immediate vicinity of the building;
• Morning and afternoon bus duty supervision;
• All other non-instructional support needed by immediate engagement team or supervisor;
• Assist teachers in implementing culturally responsive practices to assists students in improving their literacy skills;

• Collaborates with teachers and leadership to promote a positive and rigorous learning environment

Paraprofessional Key Qualities

• Reflects on practices and modify as necessary to meet the unique needs of all students;
• Passionate about developing relationships with students;
• Set high expectations for students;
• Demonstrates for students the importance of being life-long learners;
• Ability to motivate in a team-oriented, collaborative environment;
• Designated champion for every child in your classroom;
• Demonstrate perseverance and be proactive in supporting students in and outside of the classroom;
• Establish daily practices that support students in enjoying the experience of learning making human connections;
• Establish daily practices that remind every student they become the best they can possibly be;

• Cares about students’ academic and social emotional needs;
• Strives for 100% attendance;
• Dedication to understanding the needs of our students;

• Collaborate with teachers regarding daily and weekly plans and expectations
• Lead a variety of small and large group activities daily;
• Communicate in a proactive and positive manner with Principal and colleagues;
• Supervise and engage students during meals and recess time;
• Build student relationships and a sense of community;

• Flexibility in thinking and acting; pitch in when and where needed, so as to ensure a safe and productive day for all students.

Lunch Monitor Role

This position involves responsibility for supervising the behavior of children in a variety of school related activities.  These activities may include any of the following:  guides children safely across streets and intersections; supervises children in corridors, playgrounds, school buses, locker rooms and restrooms.  The work is performed under general supervision from a teacher or other professional employee.  Does related work as required.

Lunch Monitor Expectations 

• Supervises student in cafeteria and on school premises;
• Assists children in lower grades with wearing apparel;
• Assists teachers in maintaining order in classrooms and cafeterias;
• Performs a variety of related tasks as required.

Lunch Monitor Key Qualities 

• Ability to supervise the behavior of children;
• Working knowledge of first aid methods.

DISTINGUISHING FEATURES OF THE CLASS:  This position involves responsibility for operating information processing equipment in accordance with programmed instructions by manipulation of a standard alpha-numeric keyboard and related peripheral equipment to record, edit, store and revise correspondence, reports, statistical, accounting and a variety of other forms of data.  Information processing equipment includes: A remote computer terminal linked to a mainframe computer, a stand alone internal processing unit such as a micro-computer, or similar computer equipment.  This position does not involve responsibilities in the areas of programming or systems analysis.  However, an incumbent may modify or merge existing software packages or other program language in accomplishing word processing and other micro-computer functions.  Additionally, when not engaged in equipment operation, an incumbent performs a variety of clerical duties.  Direct supervision is received from a higher level clerical or administrative staff with detailed instructions given for new or difficult assignments.  The incumbent does related work as required.

TYPICAL WORK ACTIVITIES:

• Operates information processing equipment and related peripheral equipment such as daisy wheel printer or dot matrix printer in compiling and processing data for a variety of records and related reports;
• Maintains records on information processing equipment by manipulating the keyboard to enter new data or edit existing data;
• Manipulates the keyboard in order to make file searches;
• Maintains disk directories and other storage media used in information processing operations;
• Updates table of contents or index entries as appropriate to identify files, records and documents;
• Retrieves necessary data from information processing equipment in order to print out required reports;
• Operates information processing equipment in word processing mode to record, edit, store and revise correspondence, reports, statistical tables, forms and other textural materials and documents;
• Sets up appropriate controls on equipment for margination, line spacing, paragraph, heading and footer information and other controls as necessary for document amendment or production;
• Prints completed documents to draft or letter quality as appropriate and forwards to supervisor or administrator for review;
• Analyzes machine stops and observes indicators on console and peripheral equipment and takes necessary steps to verify proper functioning of the equipment;
• Performs routine minor operator preventative maintenance on information processing equipment as specified by manufacturer to insure efficient and effective operation;
• Confers with superiors on projects as to procedures, machine time, rate of output and difficulties encountered;
• Assists in training new personnel on information processing equipment as requested;
• Makes arithmetical computations and compiles simple statistical reports;
• Performs a variety of clerical functions related to the position;
• Performs a variety of related tasks as required.

FULL PERFORMANCE KNOWLEDGE, SKILLS, ABILITIES AND PERSONAL CHARACTERISTICS:  Good knowledge of the use and operation of information processing equipment and related peripheral equipment; working knowledge of office terminology and procedures, working knowledge of proper grammatical usage and punctuation; working knowledge of business vocabulary; ability to manually manipulate information processing equipment; ability to determine and set up appropriate document formats, charts and tabular listings for word processing mode; ability to coordinate information from typed or handwritten copy to word processing mode and verify document of a cathode ray tube visual screen; ability to understand and follow oral and written instructions; accuracy.

NOTE:  The essential functions of this job are determined by the department/jurisdiction where the job is located.

Distinguishing Features of the Class and Role of Custodian

This is routine manual work involving responsibility for the efficient and economical performance of semi-skilled cleaning and maintenance tasks for municipal buildings, grounds, and equipment.  Work is performed under the general supervision of a superior in accordance with established policies, but considerable leeway is permitted for the exercise of independent judgment.  General supervision may be exercised over the work of subordinate cleaning or maintenance personnel.  Does related work as required.

Typical Work Activities and Expectations of Custodian

• Paints rooms and equipment, repairs furniture and makes minor plumbing, electrical and carpentry repairs;
• Requires painting of entire rooms,

• Climbing ladders,
• Hanging white boards
• Removal of black boards

• Sweeps and mops floors and stairs;
  • Requires use of back pack vacuums,
  • Use of auto scrubbers
  • Use of floor buffers
• Dusts desks, woodwork, furniture and other equipment;
  • Requires operation and utilization of a Genie for dusting and cleaning higher surfaces
  • Moving large pieces of furniture and equipment
• Washes windows, walls, blackboards, sinks and other fixtures;
  • Requires use of ladder
  • Ability to carry large quantities of cleaning products
• Polishes furniture and metal furnishings;
  • Required to Strip and seal floors
  • Removal and replacement of all furniture in rooms during refinishing
• Empties waste baskets, collects and disposes of rubbish;
  • Responsible for carrying bags of rubbish up and down several flights of stairs
  • Must be able to dispose of large/heavy pieces of rubbish into a dumpster
• Clears snow and ice from walks and driveways;
  • Requires the ability to use large snow blower
  • Shoveling snow of off walkways and roof top and other locations as necessary
• Mows lawns, trims shrubs, rakes leaves, and performs a variety of other grounds keeping tasks;
  • Requires use of manual clippers and gas powered equipment
  • Use both push and riding mower
• Delivers packages and messages;
  • Requires lifting and carrying heavy items (upstairs included)
• Checks operation of clocks and bells;
  • Need to climb ladder (up to 12 feet in height)
• Puts out and takes in traffic safety signs;
  • Requires moving and carrying traffic cones to wherever is needed on district property
• Arranges chairs and tables and other equipment for special use of buildings;
  • Requires break down and set up long
  • Stacking and moving of chairs and risers
  • Move several pieces of furniture to the correct design
• Repairs window shades, replaces light bulbs, soap and towels;
  • Requires using a ladder (up to 12 ft)
  • Must be able to use equipment/ change bulbs while on a ladder
• When assigned to night or weekend duty, polices buildings and boiler rooms;
  • Requires the ability to monitor all parts of a building, including stairwells, basements and top floors as needed.
  • Good knowledge of building cleaning practices,
  • supplies and equipment;
  • working knowledge of the operation and maintenance of steam boiler equipment;
  • ability to use supplies and equipment efficiently;
  • ability to make minor plumbing, electrical, carpentry, and mechanical repairs and to perform a variety of routine maintenance tasks;
  • physical condition commensurate with the demands of the position.
• Prepares and maintains a variety of records and reports;
• Performs a variety of related tasks as required.

Full Performance Knowledges, Skills, Abilities and Personal Characteristics and Key Qualities of Senior Custodian:

• Good knowledge of building cleaning practices, supplies, and equipment;
• Good knowledge of the operation of low-pressure boilers and auxiliary equipment;
• Ability to plan and lay out work;
• Ability to supervise the work of others;
• Physical condition commensurate with the demands of the position.

NOTE: The essential functions of this job are determined by the department/jurisdiction where the job is located.

This position is a provisional civil service appointment and applicant must meet civil service requirements including residency in Schenectady County. Successful candidates are required to take civil service exam when offered.

Distinguishing Features of the Class and Cleaner Role

This is routine work requiring the efficient performance of a variety of cleaning tasks. The work involves execution of these tasks through a well established routine. Direct supervision is received from a higher level supervisor. The incumbent does related work as required.

Typical Work Activities and Cleaner Expectations

• Dusts chairs, tables desks and other furniture;
• Washes windows, walls, woodwork, toilets and sinks;
• Sweeps, mops, vacuums and waxes floors with various equipment designed for those purposes;
• Gathers and disposes of refuse;
• Cleans and polishes furniture;
• Performs a variety of routine errands and cleaning tasks;
• Performs a variety of related duties as required;
• May use a district motor vehicle as assigned.

When Assigned to a School District:

• May clean blackboards and erasers;
• May monitor rest rooms and report violations of non-smoking policy;
• May use a district motor vehicle as assigned.

Full Performance Knowledge, Skills, Abilities and Personal Characteristics and Key Qualities of Cleaner:

• Working knowledge of cleaning methods, materials, and equipment;
• Ability to follow oral and written direction; ability to get along well with others.

The Schenectady City School District is committed to hiring members of protected classes and residents of the City of Schenectady. For more information on the District’s recruitment and hiring plan, please contact the Human Resources Office at 881-2000 ext. 40133. The Schenectady City School District does not discriminate on the basis of age, color, creed, disability, marital status, veteran status, national origin, race or gender. This policy is in compliance with Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, and the Regulations and By-Laws of the Board of Education of the Schenectady City School District.

Full and Part-time positions available

DISTINGUISHING FEATURES OF THE CLASS:

This position reports to the Pupil Personnel Services of a midsize urban school district located in the Capital region of Upstate New York. The Project Aide-Parent Liaison will establish culturally responsive protocols that create a bridge between home, school and the community. The Project Aide-Parent Liaison will ensure that the relationship between home, school and the community informs district decision-making and leads to equitable outcomes. Most importantly the Project Aide-Parent Liaison will leverage the racial, cultural and linguistic experiences of families when using interventions and best practices to meet the needs of our diverse Schenectady community. This position requires a high degree of cultural competency, compassion and community responsiveness.

TYPICAL WORK ACTIVITIES:

• Knowledge of community resources and ability to provide needed professional development for families, educators and community members on resources; Identifying and integrating resources and services from the community to support students and families;

  • Work with families to identify culturally responsive approaches, with great attention to the language and culture of families, in order to resolve any issues that may be having an impact their child’s success in school;

  • Tracking, collecting and reporting family needs, concerns and what recommendations they have for the school;

  • Administering surveys that provide district with critical feedback on family involvement, engagement and partnerships.

  · Willing and able to value and engage with the native and dialect languages, as well as, the formal and informal forms of communication used within the rich Schenectady City Community

FULL PERFORMANCE KNOWLEDGE, SKILLS, ABILITIES AND PERSONAL CHARACTERISTICS: 

• Interest in increasing family engagement and involvement;

  • Good listening, communication and written skills;

  • Be able to develop quality relationships with families from all backgrounds living in the Schenectady community;

  • Be compassionate, kind and respectful of others and their lived experiences;

  • Ability to work collaboratively with others;

  • Use an anti-racist and trauma sensitive lens when working with families

  • Strong work ethic and ability to maintain the utmost confidentiality;

Work Year: 10 Months