The Elementary Band Teacher will be responsible for planning, organizing, and instructing fourth and fifth grade students in small group lessons and band class to prepare for concerts through culturally responsive practices.

Responsible to: Building Principal and Assistant Director of Fine Arts

Payment Rate: According to Certified Teacher Salary Schedule

Employment Term: 10 Month

SPECIAL QUALIFICATIONS: The Elementary Band Teacher must have:

• Must be New York State certified in Music (K-12).
• Demonstrate knowledge of music pedagogy and NYSED Music Standards.
• Articulate strategies for effective classroom management.
• Demonstrate knowledge of data driven instruction.
• Excellent written and oral communication skills, organizational skills, and demonstrate leadership and interpersonal communication skills with all district stakeholders.
• A strong collaborative, team-oriented, and flexible approach to partnered work.

The candidate should also possess:

• Curiosity to understand the lives of students and align with lesson planning and classroom instructional practices.
• Desire to inspire students to be creators and discover their musical talents.
• Knowledge and facility in the use of multiple pedagogical techniques for addressing the needs of various learners including Special Education Students and ELLs.
• Proven ability to create units of study to foster differentiation, critical thinking, collaboration, and problem solving.

JOB RESPONSIBILITIES AND ROLES:

The Elementary Band Teacher may be responsible for, but not limited to, the following duties:

• Select programming for all performances
• Conduct rehearsals
• Instruct small group lessons
• Create lesson schedule
• Manage inventory
• Performing other duties as assigned.

INTENDED OUTCOMES AND SUCCESS MEASURES:

• Student understanding of music through performance and how it relates to their identity, culture, and community.
• Cultivation and use of growth mindset.
• Student development of music literacy and music appreciation.

Assistant Principal

 This position reports to principal of a midsize urban school district located in the Capital region of Upstate New York. The Assistant Principal is expected to execute practices that incorporate research based strategies and methodologies that will lead to improvements in the areas of teaching and learning, equity, engagement and efficiency. The Assistant Principal will supervise and evaluate staff and programs.  The Assistant Principal is tasked with supporting staff in implementing the common core, behavioral standards, as well as, instructional practices and assessments using a culturally responsive lens. The Assistant Principal fosters positive relationships between home, school and the community. This position requires a high degree of trust, professionalism and sound judgment.

Assistant Principal Expectations

• Manage building operations at the direction of the principal;
• Use of data-driven instruction and decision-making;
• Maintain a safe and orderly learning environment;
• Supervise teachers and staff;
• Evaluate teachers following district APPR guidelines;
• Address student discipline issues as needed and follow through discipline referrals with teachers, parents and students;
• Create and monitor student behavior plans;
• Prepare and attends Superintendent Hearings;
• General student supervision including arrival and dismissal, lunch room and after school events;
• Attend parent conferences and team meetings;
• Assist Principal with various projects and duties as assigned;
• Serve on district and building committees as assigned.

Assistant Principal Key Qualities

• Proven ability to motivate staff and students to achieve excellence;
• Team development and leadership 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.

Middle School Principal Role

The Schenectady City School District is committed to the elimination of race, economics, and disability as predictors of student achievement. SCSD is seeking an innovative leader with an Equity and Culturally responsive mindset, vision and skills to lead the school to excellence and recognition. The Middle school principal must be willing to be an advocate, organizational developer and an agent of cultural change. He or she must provide evidence of and commitment to developing a culture of high expectations for students, staff and families as well as implementing research-based instructional practices, using data to monitor, measure, and improve student achievement.  A Middle School principal should provide leadership in creating a learning environment that encourages innovation, creativity, and student success. This position requires a high degree of skill in engaging visionary leadership, effective instructional practices, intensive academic interventions, explicit acknowledgment of race, and parental and community engagement driven by equity and culturally responsive practices.

Middle School Principal Expectations

• Demonstrated expertise in the use of data-driven instruction to support all students and to tailor interventions based on student lived experiences;
• Proven ability to motivate staff and students to achieve equity and excellence;
• Supervision and evaluation of staff and programs;
• Master Scheduling;
• Knowledge of content and behavioral standards, instructional and assessment practices that incorporate research-based strategies and methodologies, while ensuring alignment with equity and culturally responsive practices;
• Team development and leadership skills that engage staff on continuous learning;
• Ability to work collaboratively with staff members, and administrators of all backgrounds;
• Ability to build strong relationships with diverse students, staff, parents and the community;
• Administers the overall school program using principles driven by equity;
• Capacity to identify, diagnose and prioritize key issues;
• Maintains a safe and orderly learning environment using restorative and positive behavioral supports;
• Supervises and evaluates all teaching and support staff within the school by creating a positive and creative culture that is aligned with District APPR,MPPR, and other evaluation guidelines;
• Provides instructional leadership for the school by analyzing and interpreting student data to make sound instructional decisions;
• Creates a positive, high-expectations and high support academic environment for students and staff;
• Assigns and schedules teachers and staff to best meet student needs;

• Develops and maintains a fiscally morally responsible budget that meets student, staff and community needs;
• Attend parent conferences and team meetings as needed;
• Foster and maintain positive and respectful relationships between home, school and the community that sustains continuous communication and collaboration;
• Defines problems, collects data, establishes facts, and draws valid conclusions using an Equity and Culturally Responsive lens;
• Performs other duties as assigned by the Superintendent
• Participates in district-wide activities, professional development and committees.

Middle School Principal Key Qualities

• Establish leadership approach aligned with systems and a school culture that nurtures those whose first language is not English; those who live below the poverty line; those who are from unrepresented groups; Those who have learning differences; and those who are marginalized and underserved due to their immigration status, sexual orientation, religious preferences, and geographic location;
• Embrace, celebrate, deeply understand, and build on the richness of diversity school-wide;
• Integrate and marry diversity and equity within every aspect of school building;
• Committed to developing environments, systems, and practices in ways that provide students with what they need based on careful attention to student circumstances;
• Prevent and dismantle punitive disciplinary policies that harm students academically and socially;
• Provide assistant principals, social workers, school counselors, and teachers opportunities to develop and improve their practices;
• Advanced skills for effective delegation and follow-through;
• Attract teachers who know their content and subject matter well and understand how to align student experiences with instructional practices;
• Develop systems to make sure families and communities are actively involved in the education of their children;
• Strive to increase the teacher of color pipeline in your school;
• Focus more on continuous learning organizationally, curriculum and instruction and less discipline;
• Establish a culture that focus on helping students develop a life-long love of learning;
• Acknowledges that without high-quality teaching, increased hours of instruction do not equal increased learning. The increase in learning is directly dependent on the quality of the teaching.

 Reading Teacher Role

 This position reports to the building principal. The Reading Teacher will play a critical role in developing and providing specialized instruction to meet the unique needs of all students. The Reading Teacher will facilitate quality academic and enrichment activities for students in need of targeted comprehensive supports. The Reading Teacher will use the five pillars of reading to improve student literacy skills. This position requires a high degree of creativity, positivity and ability to respond to the needs of diverse learners.  The Reading Teacher will work to eliminate educational opportunity gaps for our historically marginalized students.

 Reading Teacher Expectations

• Demonstrate the ability to analyze, reflect, and respond to instructional practice with an anti-racist focus;
• Extensive knowledge of oral language and literacy development, literacy assessments and literacy instruction;
• Knowledge of Data-Driven Instruction (formative, databases, progress monitoring);
• Knowledge of Next Generation Learning Standards;
• Knowledge of collaboration, co-teaching, flexibility, advocacy, providing PD, trouble-shooting;
• Knowledge of goal setting (SMART), grouping strategies, timelines;
• Knowledge of strengths based model of instruction;
• Knowledge of developmentally appropriate teaching;

• Knowledge of the next logical step (teaching points) to accelerate learning;
• Knowledge of running records, writing assessments, phonemic awareness and phonics assessments;
• Understanding of co-teaching methods;
• Ability to interpret/analyze assessments – strengths and needs, action plan/instruction plan (balanced approach – fluency reads, book introductions, strategic instruction, word work, vocabulary instruction, comprehension strategies, writing about reading, talking/conversations) incorporating student interest and culture;
• Knowledge of how to teach phonics instruction in an explicit and systematic manner;

• Provides research-based specialized instruction to address the instructional goals and objectives contained for all students;
• Assesses student progress and determines the need for additional reinforcement or adjustments to instructional techniques;
• Employs various teaching techniques, methods and principles of learning;
• Creates a positive learning experience that embraces student culture with emphasis in individualized instruction using appropriate sources.

Reading Teacher Key Qualities

• Demonstrated ability to close the educational opportunity gap for historically marginalized students including Students with Disabilities, English Language Learners, Black, and Hispanic/Latinx and Students of Color;
• Demonstrates a clear understanding of systemic barriers and is able to work with all stakeholders to eliminate barriers and ensure student success;  
• Reflective practitioner;
• Use culturally responsive materials and teaching practices to engage student interest;
• Applies the critical thinking skills needed to adapt instructional practices to support student growth;
• Ability to work collaboratively and created strong relationships with a variety of stakeholders including teachers, paras, social workers, principals, coordinators, coaches and community members for student success;
• Has a proven record of student advocacy; 
• Seeks opportunities to grow and improve and share learning with others.

Secondary 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.

Secondary 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.

Secondary 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.

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.

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.

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.

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.

Special Education Teacher 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.

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.

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 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.

Job Description:

LOCATION: Schenectady City School District

BASIC FUNCTION:
This is a professional position involving responsibility for evaluating, planning and providing physical therapy treatment to residents in accordance with written prescription or referral from a physician who provides medical direction. The Physical Therapist is responsible to the Director of Special Education. Supervision is exercised over the work of Physical Therapy Assistants. Does related work as required.

QUALIFICATIONS:

A. Licensed and currently registered by the New York State Education Department as a Physical Therapist.

The selected applicant will be subject to a fingerprint supported criminal history background check in accordance with SAVE Legislation effective July 1, 2001.

RESPONSIBILITIES:

1. Evaluates the degree of function and disability of residents unless contradicted by a professional judgment or a doctor's admission notes.

2. Performs physical therapy procedures upon the written order or referral of a licensed physician.

3. Participates with other personnel in the formulation of residents' total care plans.

4. Develops or assists in the development of physical therapy forms, policies and procedures.

5. Confers periodically with physicians regarding all facets of resident care and related activities.

6. Instructs and participates in the facility in-service education program.

7. Record on residents’ charts all physical therapy evaluations, re-evaluations, progress notes, consultation and discharge summaries.

8. Maintains program records on types of treatment and number of residents treated.

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.

Position: Garden Champion

Job Responsibilities will include:

• Keeping your school garden maintained throughout the year (January-June 2026) through basic garden tasks such as weeding, watering, winterizing and preparing for spring planting.
• Ongoing Communication to Farm to School Manager with any updates or needs when it comes to school garden
• Ensure the garden is prepared and usable for student learning activities at the start of each school term.

The Farm to School Manager will provide guidance, expertise, and access to tools and resources as needed.

Hours: As needed basis, average commitment 1-7 hours per month

All hours dedicated to this position must take place outside contractual hours

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

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