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.

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.

Long Term Suspension (LTS) 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, creating a learning environment that will enhance the academic rigor for all students, and assisting with all instructional duties. This position requires a high degree of flexibility, professionalism and culturally responsive disposition.

The Long Term Suspension Programs are located in each secondary school and provide therapeutic support services to students who are serving long term suspensions.  The goal of the program is to ensure students have support they need, reduce time on suspension, and prevent recidivism. Diversion clinicians are assigned to work primarily in specific school(s) to support their long term suspension programs, and will work collaboratively with the Teaching Assistant in the program.  The Teaching Assistant will also work closely with the teachers who are assigned to provide academic support to the programs.  

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; 

• 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;

• Monitoring of student activities in the classroom, halls, and and during arrival & dismissal;

• 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 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;

• All other instructional or non-instructional support needed by immediate supervisor.

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;

• 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;

• Build student relationships and a sense of community;

Distinguishing Features of the Class:

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

Typical Work Activities and Expectations:

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

Full Performance Knowledge, Skills, Abilities and Personal Characteristics:

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

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.

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.

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 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. 

Elementary Teacher Expectations

• Effectively and appropriately differentiates and scaffolds instruction to meet all students’ learning styles with an appreciation for students’ cultural and learning differences;
• Select and sequence culturally relevant materials, resources, and approaches according to the content area and audience of diverse learners;
• Design, administer, and evaluate a range of authentic formative and summative assessments as appropriate;
• Induct students using culturally responsive practices to provide academic advice, counselling, educational guidance, and advisory support, including individual learning plans, as directed;
• Develop culturally relevant materials and resources, implement, support and/or lead in the production and improvement of curriculum planning, and undertake other academic project work as directed;
• Utilize learning spaces and tools (i.e., notice boards, displays) to share student work and lived experiences;
• Maintains student data to be shared with classroom teacher, building leader and family;
• Develops a variety of interventions and activities designed to meet students’ academic, social, psychological and physical needs with a system for monitoring progress;
• Creates opportunities for explicit instruction in small group to provide opportunities for pre-teaching, re-teaching and targeted intervention to address lagging skills;
• Establishes and communicates clear learning objectives for all learning activities;
• Actively engages students in the learning process which leads to an academic success identity;
• Communicates openly and with a growth mindset with adults and students;
• Demonstrates the ability to create a partnership and shared vision with parents for student success;
• Provides constructive feedback to students;
• Monitors students and observes changes in student behavior and seeks appropriate assistance;
• Creates a positive student learning environment;
• Positively manages student behavior;
• Analyzes, reflects, and responds about instructional practice.

Elementary Teacher Key Qualities

• Embraces an assets based perspective;
  Places students at the center of learning;
  Values students' linguistic and cultural backgrounds;
  Challenges and supports students;
• Demonstrates good critical thinking skills to understand student and staff experiences;
• Demonstrated skill in Data Driven Instruction (DDI);
• Demonstrated ability to close the opportunity gap with vulnerable subgroups including Students with Disabilities, English Language Learners, Black, and Hispanic/Latino;
• Ability to work collaboratively with a variety of stakeholders including families, teachers, paras, social workers, principals, coordinators, coaches and community members for student success;
• Knowledge of developmental literacy, the District Literacy Plans and literacy assessments;
• Instructional practices that reflect an explicit understanding of being culturally responsive
• Excellent listening and questioning skills;
• Flexible and adaptable;
• Proactively plans for situations and circumstances;
• Imparts a positive impact with students and staff.

Elementary 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.

Social Worker Role

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

Social Worker Expectations

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

Social Worker Key Qualities

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

Long Term Suspension (LTS) 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, creating a learning environment that will enhance the academic rigor for all students, and assisting with all instructional duties. This position requires a high degree of flexibility, professionalism and culturally responsive disposition.

The Long Term Suspension Programs are located in each secondary school and provide therapeutic support services to students who are serving long term suspensions.  The goal of the program is to ensure students have support they need, reduce time on suspension, and prevent recidivism. Diversion clinicians are assigned to work primarily in specific school(s) to support their long term suspension programs, and will work collaboratively with the Teaching Assistant in the program.  The Teaching Assistant will also work closely with the teachers who are assigned to provide academic support to the programs.  

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; 

• 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;

• Monitoring of student activities in the classroom, halls, and and during arrival & dismissal;

• 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 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;

• All other instructional or non-instructional support needed by immediate supervisor.

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;

• 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;

• Build student relationships and a sense of community;

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