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.

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 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 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.

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;
• 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;
• 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 and 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.

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;
• 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.

Long Term Substitute Elementary Speech Language Pathologist

(anticipated coverage dates 09/01/2025 - 06/30/2026)

Speech Language Pathologist Role

This position reports to the Pupil Services Division and school principal in a midsize urban school district located in the Capital region of Upstate New York. The Speech Language Pathologist (Speech Therapist) will work with teachers, parents, and school leaders to develop plans and strategies. Speech Language Pathologist (Speech Therapist) will possess the competencies necessary for serving the linguistic and educational needs of children, adolescents and families. This position requires a high degree of culturally responsiveness, continuous reflection and creativity when it comes to addressing the needs of students.

Speech Language Pathologist Expectations

• Work across all levels to provide appropriate speech-language services in Pre-K, elementary, middle, junior high, and high schools with no school level underserved.
• Serve a range of disorders as delineated in the ASHA Scope of Practice in Speech-Language Pathology and federal regulations - work with students exhibiting the full range of communication disorders, including those involving language, articulation (speech sound disorders), fluency, voice/resonance, and swallowing. Myriad etiologies may be involved;
• Ensure educational relevance by determining whether the disorder has an impact on the education of students. Therefore, address personal, social/emotional, academic, and vocational needs that have an impact on attainment of educational goals;
• Provide unique contributions to curriculum based on focused expertise in language. Offer assistance in addressing the linguistic and metalinguistic foundations of curriculum learning for students with disabilities, as well as other learners who are at risk for school failure, or those who struggle in school settings;
• Highlight language/literacy by contributing significantly to the literacy achievement of students with communication disorders, as well as other learners who are at risk for school failure, or those who struggle in school settings;
• Provide culturally competent services by ensuring that all students receive quality, culturally competent services. Use expertise to distinguish a language disorder from “something else.” That “something else” might include cultural and linguistic differences, socioeconomic factors, lack of adequate prior instruction, and the process of acquiring the dialect of English used in the schools. Use expertise to ensure a more accurate and appropriate identification of student needs. Also be prepared to address the impact of language differences and second language acquisition on student learning and provide assistance to teachers in promoting educational growth;
• Help students meet the performance standards of a particular school district and state;
• Engage in preventing academic failure in whatever form those initiatives may take; for example, in Response to Intervention (RTI). SLPs use evidence-based practice (EBP) in prevention approaches;
• Engage in conducting assessments in collaboration with others that help to identify students with communication disorders as well as to inform instruction and intervention, consistent with EBP;
• Provide interventions that are culturally responsive and appropriate to the age and learning needs of each individual student and is selected through an evidence-based decision-making process;
• Engage in designing schoolwide programs that employ a continuum of service delivery models in the least restrictive environment for students with disabilities, and provide services to other students as appropriate;
• Engage in data-based decision making, including gathering and interpreting data with individual students, as well as overall program evaluation are essential responsibilities;
• Ensure compliance with federal and state mandates as well as local policies in performance of their duties. Activities may include Individualized Education Program (IEP) development, Medicaid billing, report writing, and treatment plan/therapy log development;
• Engage in collaboration by working in partnership with others to meet students' needs;
• Complement and augment those services provided by other professionals who also have unique perspectives and skills. Work collegially with general education teachers who are primarily responsible for curriculum and instruction. Work closely with reading specialists, literacy coaches, special education teachers, occupational therapists, physical therapists, school psychologists, audiologists, guidance counselors, and social workers, in addition to others. Work with school and district administrators in designing and implementing programs is crucial;
• Develop relationships with universities to exchange shared knowledge and perspectives;
• Develop community relationships with a variety of individuals and agencies (e.g., physicians, private therapy practitioners, social service agencies, private schools, and vocational rehabilitation) who may be involved in teaching or providing services to children and youth;
• Develop relationships with families by engaging families in planning, decision making, and program implementation;
• Develop relationships with students by engaging them in goal planning, intervention implementation, monitoring of progress, and self-advocacy appropriate to age and ability level;
• Provide direction in defining their roles and responsibilities and in ensuring delivery of appropriate services to students;
• Advocate for appropriate programs and services for children and adolescents, including reasonable workloads, professional development opportunities and other program supports. Also work to influence the development and interpretation of laws, regulations, and policies to promote best practice;
• Play a vital role in inducting new professionals;
• Design and conduct professional development;
• Provide training to parents of students of all ages with regard to communication development and disorders. Strive to create a language- and literacy-rich environment;
• Participate in research to generate and support the use of evidence-based assessment and intervention practices.

Speech Language Pathologist Key Qualities

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

Salary Dependent on duration of appointment.  (Daily rate $269.16-$277.28 if less than a semester)

We are looking for a library media specialist who understands the needs of students at the secondary level (developmental and academic) and has a passionate and tireless commitment to ensuring that all students learn. 

We are looking for someone who understands that:

• Today’s school libraries serve as the hub of the school therefore ability to develop, maintain, and sustain relationships and partnerships with colleagues and the community are essential.
• This position will be an essential part of the school community and will develop a strong library program for all students and staff in the building.
• Librarians serve as tech support in our buildings and are seen as innovators in the implementation of technology in our schools.
• Librarians must maintain the library for effective distribution/circulation of materials, coordination of services, and effective instruction for building staff and students.
• Knowledge of how the library supports/maintains growth in student achievement and tireless commitment to that effort.
• Knowledge of differentiating for a variety of learning needs (both adult learners and child learners).
• In depth knowledge of the learning standards, especially in the area of complex texts and close reading.
• Librarians teach essential skills such as: Microsoft office programs, database research, internet research skills, source evaluation tools, library catalog search and resource retrieval, keyboarding, reading skills, literature/non-fiction appreciation.
• Facilitate student (and adult) access to information-rich resources for research
• Encourage students to explore the world around them through print and online resources
• Serve as teacher resource through collaboration on Next Generation aligned curriculum.
• Knowledge of enrichment education research using the learning standards (Technology & Innovation in Education)

The candidate should be:

• Intelligent
• Hard-working
• Lifelong learner
• Friendly and open-minded
• Enthusiastic and passionate
• Unwilling to give up on students

We are looking for a library media specialist who understands the needs of students at the elementary level (developmental and academic) and has a passionate and tireless commitment to ensuring that all students learn. 

We are looking for someone who understands that:

• Today’s school libraries serve as the hub of the school therefore ability to develop, maintain, and sustain relationships and partnerships with colleagues and the community are essential.
• This position will be an essential part of the school community and will develop a strong library program for all students and staff in the building.
• Librarians serve as tech support in our buildings and are seen as innovators in the implementation of technology in our schools.
• Librarians must maintain the library for effective distribution/circulation of materials, coordination of services, and effective instruction for building staff and students.
• Knowledge of how the library supports/maintains growth in student achievement and tireless commitment to that effort.
• Knowledge of differentiating for a variety of learning needs (both adult learners and child learners).
• In depth knowledge of the learning standards, especially in the area of complex texts and close reading.
• Librarians teach essential skills such as: Microsoft office programs, database research, internet research skills, source evaluation tools, library catalog search and resource retrieval, keyboarding, reading skills, literature/non-fiction appreciation.
• Facilitate student (and adult) access to information-rich resources for research
• Encourage students to explore the world around them through print and online resources
• Serve as teacher resource through collaboration on Next Generation aligned curriculum.
• Knowledge of enrichment education research using the learning standards (Technology & Innovation in Education)

The candidate should be:

• Intelligent
• Hard-working
• Lifelong learner
• Friendly and open-minded
• Enthusiastic and passionate
• Unwilling to give up on students

SCSD ENL Bilingual Instructional Coach-Job Description

JOB DESCRIPTION:

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

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

DUTIES AND RESPONSIBILITIES:

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

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

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

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

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

  • Reviewing lesson plans, unit plans and assessments

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

  • Observing classroom instruction and offering comprehensive analysis and feedback

  • Conducting demonstrations and modeling lessons for classroom teachers

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

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

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

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

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

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

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

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

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

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

KNOWLEDGE, EXPERIENCE, AND TRAINING:

• Strong record of helping ELLs achieve academic success.

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

• Significant experience with ELL instructional best practices.

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

• Available and willing to actively participate in school communities.

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

• Experience in professional development and leadership roles working with adults

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

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

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

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

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.

Middle SchoolScience Teacher Role

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

Middle School Science Teacher Expectations

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

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

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

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

• Encourage and foster intellectual curiosity;

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

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

• Ensure students understand the subject of science well;

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

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

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

• Use growth mindset practices in their classrooms;

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

Middle School Science Teacher Key Qualities

• Models a growth mindset;

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

• Communicates effectively;

• Positively influence others;

• Listens actively;

• Motivate and engages with colleagues;

• Uses students' lived experiences to guide instruction.