All Positions: This job is part of the Schenectady Summer Theatre Camp. The camp will run on weekdays from July 8th-August 2nd from 2:30-5:30pm, as part of the Extended Day Program. Staff will be expected to report to Door 8 at Schenectady High School at 2:00pm and stay until 6:00pm. Staff will teach acting, singing, dancing, and stagecraft skills. The camp will culminate in a performance of the short musical Swamped, by John Jacobson & John Higgins. Staff should expect to work for extended hours the day of the performance, August 2nd.

Dance Director:

The Dance Director's main job is to choreograph and teach the dances for the culminating musical, Swamped. The Dance Director should expect to:

-Collaborate with the Program Director and Music Director on creating and executing the camp schedule.

-Create choreography that challenges elementary students, but that they can execute well by the performance.

-Teach choreography and dance technique to young dancers at a beginner level.

-Lead physical warm-up exercises.

All Positions: This job is part of the Schenectady Summer Theatre Camp. The camp will run on weekdays from July 8th-August 2nd from 2:30-5:30pm, as part of the Extended Day Program. Staff will be expected to report to Door 8 at Schenectady High School at 2:00pm and stay until 6:00pm. Staff will teach acting, singing, dancing, and stagecraft skills. The camp will culminate in a performance of the short musical Swamped, by John Jacobson & John Higgins. Staff should expect to work for extended hours the day of the performance, August 2nd.

Music Director: 

The Music Director's main job is to teach the music for the culminating musical, Swamped. NYS Teaching Certification in Music K-12 and experience teaching grade levels 3-5 preferred. The Music Director should expect to:

-Collaborate with the Program Director and Dance Director on creating and executing the camp schedule.

-Teach music and vocal technique to young singers at a beginner level.

-Lead vocal warm-up exercises.

-Assign solos.

-Accompany students during rehearsals on piano, if able

All Positions: All jobs posted below are part of the Schenectady Summer Theatre Camp. The camp will run on weekdays from July 8th-August 2nd from 2:30-5:30pm, as part of the Extended Day Program. Staff will be expected to report to Door 8 at Schenectady High School at 2:00pm and stay until 6:00pm. Staff will teach acting, singing, dancing, and stagecraft skills. The camp will culminate in a performance of the short musical Swamped, by John Jacobson & John Higgins. Staff should expect to work for extended hours the day of the performance, August 2nd.

Program Director (Drama/Stagecraft Director) :

The Site Leader for the SEP Theatre Camp is responsible for coordinating all aspects of the camp, including creating the master schedule and designing and directing the culminating musical, Swamped. NYS Teaching Certification in Theatre K-12 and experience teaching theatre at the elementary level required. The Site Leader should expect to:

-Work with the Music and Dance Directors to create the camp schedule.

-Work with SEP administration to enroll students in the camp.

-Communicate and enforce expectations of both staff and students.

-Work with the Transportation and Food Service Departments to ensure students’ transportation and dietary needs are met.

-Assign staff jobs and responsibilities at camp.

-Communicate with families regarding all aspects of camp.

-Deal with any student discipline issues.

-Design and direct the culminating musical, Swamped.

-Source and gather all camp materials.

-Coordinate the technical aspects of the production, including lighting and sound.

-Create Stagecraft and Drama activities.

-Plan and coordinate the cast party following the performance.

-Ensure student and staff safety.

Technology Teacher Role

This position reports to the building principal. The Technology Teacher is expected to develop in each student an understanding of the American Technology industry and its place in the nation’s economy. The Technology Teacher will plan and deliver lessons with the materials provided, grade assignments and complete additional required duties assigned by principals. This position requires a high degree of enthusiasm, organization, and creativity.

Technology Teacher Expectations

• Provide students with knowledge needed for intelligent consumption of Technology services;
• Assist students in developing practical Technology skills for personal use or for use in Technology occupation;
• Encourage students to develop work and personal habits essential for success in business;
• Provide knowledge about technology trends and innovation.

Technology Teacher Qualities

• Ability to build relationships with students;
• Ability to engage students in discussing real-world Technology based experiences;
• Ability to get students excited about careers in the technology field.

Dates:  July 8, 2024 - August 2, 2024

Days:  Monday - Friday

Time: 8:30AM - 2:30PM

Locations:  Hamilton ES, Howe ES, Keane ES, MLK ES, Woodlawn ES, Central Park MS, Mont Pleasant MS and Schenectady HS

Dates:  July 8, 2024 - August 2, 2024

Days:  Monday - Friday

Time: 8:30AM - 2:30PM

Locations:  Hamilton ES, Howe ES, Keane ES, MLK ES, Woodlawn ES, Central Park MS, Mont Pleasant MS and Schenectady HS

Dates:  July 8, 2024 - August 2, 2024

Days:  Monday - Friday

Time: 8:30AM - 2:30PM

Locations:  Hamilton ES, Howe ES, Keane ES, MLK ES, Woodlawn ES, Central Park MS, Mont Pleasant MS and Schenectady HS

Dates:  July 8, 2024 - August 2, 2024

Days:  Monday - Friday

Time: 8:30AM - 2:30PM

Locations:  Hamilton ES, Howe ES, Keane ES, MLK ES, Woodlawn ES, Central Park MS, Mont Pleasant MS and Schenectady HS

Dates:  July 8, 2024 - August 2, 2024

Days:  Monday - Friday

Time: 8:30AM - 2:30PM

Locations:  Hamilton ES, Howe ES, Keane ES, MLK ES, Woodlawn ES, Central Park MS, Mont Pleasant MS and Schenectady HS

Dates:  July 8, 2024 - August 2, 2024

Days:  Monday - Friday

Time: 8:30AM - 2:30PM

Locations:  Hamilton ES, Howe ES, Keane ES, MLK ES, Woodlawn ES, Central Park MS, Mont Pleasant MS and Schenectady HS

Pay Rate:  LPN - $25.00/hour

                   RN - $30.00/hour (external candidates/non-SCSD employee)

                    RN - $35.00/hour (internal candidates/SCSD employee)

Dates:  July 8, 2024 - August 2, 2024

Days:  Monday - Friday

Time: 8:30AM - 2:30PM

Locations:  Hamilton ES, Howe ES, Keane ES, MLK ES, Woodlawn ES, Central Park MS, Mont Pleasant MS and Schenectady HS

Dates:  July 8, 2024 - August 2, 2024

Days:  Monday - Friday

Time: 8:30AM - 2:30PM

Locations:  Hamilton ES, Howe ES, Keane ES, MLK ES, Woodlawn ES, Central Park MS, Mont Pleasant MS and Schenectady HS

Dates:  July 8, 2024 - August 2, 2024

Days:  Monday - Friday

Time: 8:30AM - 2:30PM

Locations:  Hamilton ES, Howe ES, Keane ES, MLK ES, Woodlawn ES, Central Park MS, Mont Pleasant MS and Schenectady HS

Dates:  July 8, 2024 - August 2, 2024

Days:  Monday - Friday

Time: 8:30AM - 2:30PM

Locations:  Hamilton ES, Howe ES, Keane ES, MLK ES, Woodlawn ES, Central Park MS, Mont Pleasant MS and Schenectady HS

Dates:  July 8, 2024 - August 2, 2024

Days:  Monday - Friday

Time: 8:30AM - 2:30PM

Locations:  Hamilton ES, Howe ES, Keane ES, MLK ES, Woodlawn ES, Central Park MS, Mont Pleasant MS and Schenectady HS

Middle School CTE Teacher Role

This position reports to the building principal. The teacher is expected to develop in each student an understanding of the technology industry and its place in the nation’s economy. The teacher will plan and deliver lessons with the materials provided, grade assignments and complete additional required duties assigned by principals. This position requires a high degree of enthusiasm, organization, and creativity.

Middle School CTE Teacher Expectations

• Provide students with knowledge needed for intelligent consumption of services;
• Assist students in developing practical skills for personal use or for use in occupations;
• Encourage students to develop work and personal habits essential for success in business;
• Provide knowledge about technology trends and innovation.
• Ability to build relationships with students;
• Ability to engage students in discussing real-world career based experiences.

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.

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.

Speech Language Pathologist (Speech Therapist) 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 (Speech Therapist) 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 (Speech Therapist) 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.

About Schenectady City Schools
With a population of nearly 10,000 students, the Schenectady City School District is one of the largest in the Capital
Region. With an incredibly diverse population we are committed to ensuring that all children feel valued, are safe and
will learn. We place the highest priority on a culture of equity, ensuring that race, economics, and disability are never
predictors of student achievement. Every child in our district counts and will be supported each step of the way, along
the path to graduation.

Tutor Role
This position requires strong organizational skills, communication skills. cultural competency, compassion, and
community responsiveness to help students/families complete assignments while the student is not able to attend
school for a variety of reasons. Tutors communicate with home school teachers, coordinate assignments with
student/family, return assignments to the teacher, and log journals about the tutoring experience. Tutors meet with
students daily to assist with assignments, clarify questions, administer assessments, and liaise with home school
teachers.

Tutor Expectations
? Ability to navigate technology platforms (use of google meet, internet etc.);
? Be on time for scheduled tutoring sessions with proper planning and preparation for the session;
? Work collaboratively with student, parent, and teacher to align tutor goals with school success;
? Help resolve barriers that may be negatively impacting their child’s success in school;
? Tracking, collecting and reporting family needs, concerns and what recommendations they have for the
school;
? Tutor will be assigned a student/students and they will establish rapport with student(s) and family while
gaining an understanding of student needs/skill gaps so to establish tutoring goals;
? Sessions are 2-3 hours of tutoring instruction

Tutor Key Qualities
? Interest in increasing student engagement;
? Knowledge of content area;
? Ability to organize and deliver quality instruction;
? Ability 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;
? Ability to effectively communicate with school staff and families.

General Music Teacher Role

This position reports to the building principal. The SCSD is seeking innovative Music Teachers for an exciting teaching opportunity in our district. The Music Teacher should be familiar with using growth mindset practices in their classrooms. The Music Teacher will teach students how to perceive, understand, and reflect back in their music the realities of the human condition. This position requires a high degree of energy, creativity, and innovative thinking.

General Music Teacher Expectations

• Provide music instruction based on the NYS Standards for the Arts to students;
• Use growth mindset practices in their classrooms to cultivate student curiosity;
• Teach students how to use art to communicate thoughts, feelings and messages that initiate action;
• Robust working knowledge of how to teach art to those grade levels.

General Music Teacher Key Qualities

• Curiosity to understand the lives of students and align with lesson planning;
• Open-minded and uses music to open student minds to the world;
• Models a growth mindset;
• Acts as a facilitator and coach to support learning in the classroom;
• Inspires student to be creators and discover musical talents; 
• Uses students lived experiences to guide instructional practices in the music classroom.

Common Branch Elective Teachers (PreK-5)

The Common Branch Elective Teacher will serve students in our elementary schools with targeted supplemental instruction that is aligned to the building and district improvement plans.  

Through culturally responsive teaching and research based practices, with a focus on addressing disproportionality, this position requires the utilization of multiple data points to drive instructional decisions. This elementary teacher will be assigned multiple classes across grade levels and must embrace innovative, hands-on, engaging and creative teaching practices to meet the needs of our diverse learners. The elective class is part of a six-day rotating schedule which will include a complementary curriculum to support Tier 1 Instruction  ( e.g.problem solving through math, integration of core content collaborative problem solving and computer literacy skills).

The Common Branch Elective Teacher will:

• Provide students with equitable opportunities to increase content knowledge, 

• Collaborate with teachers to design and implement lessons and units of instruction, and assess student learning and instructional effectiveness,

•  In collaboration with the building principal, provide the leadership and expertise necessary to ensure that all work is aligned with the mission, goals, and objectives of the school and the school district, and is an integral component of the learning/instructional program

• Take an active role in school improvement and accreditation activities

• Join with teachers and others to plan and implement meaningful experiences that will promote a love of reading and lifelong learning

• Incorporate effective classroom management principles, resources, and facilities, in developing and implementing program goals and objectives

• Use Chromebooks as a primary tool of instruction

SCSD Bilingual Teacher -Job Description

This is an exciting opportunity to be a part of a new dual language program! The Bilingual Teacher will support the work of creating the second dual language program in the Capital Region at Schenectady City School District (SCSD)! 

JOB DESCRIPTION:

 The Bilingual teacher will work to expand capacity for effective instruction that assists building administration and staff to meet the needs of our ELL and dual language students. The Bilingual teacher will help develop and enhance bilingual programming to increase the Spanish language and literacy proficiency and academic achievement of Spanish speaking ELLs, as well as native English speakers, by providing high-quality, innovative and research-based professional development and technical assistance to administrators, teachers, support staff and community agencies.  As a support to teachers and principals, the Bilingual teacher 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: Building Principal as well as the Assistant Director of ENL, World Languages, and Culturally Responsive Education (CRE) in the Office of Teaching and Learning.

DUTIES AND RESPONSIBILITIES:

• Will work closely with the District Department Chair of ENL, ENL/Bilingual Instructional Coach, Teachers, and Building Administrators. 

• Collaborate with teachers to provide specific strategies for improved instructional delivery for ELLs whose first language is Spanish.

• Plan with the ENL Department Chair, ENL Instructional Coach and AD for ENL to provide professional development to support dual language and general education teachers which will include literacy development in a second language and instructional strategies for Spanish speaking ELLs,

• Assist in vetting programing for the dual language program and assist with the budget for the dual language program; curriculum development, classroom materials and resources. 

• Plan a program of study and  develop lesson plans designed to provide a balanced program of instruction in Spanish language, culture and literacy that meet the individual needs, interests, and abilities of students.

• Evaluate student progress on a regular basis and prepare progress reports.

• Instruct students in citizenship, basic communications skills and other general elements of the course of study in Spanish, common to all teachers, as specified in state law and administrative regulations and procedures of the district.

• Provide individual, small, and/or large group instruction, whenever appropriate, in order to adapt instruction to the needs of students with varying intellectual abilities.

• Establish and maintain standards of pupil behavior needed to provide an orderly and productive environment.

• Develop and maintain professional competence through participation in in-service education activities provided by the district and in self-selected professional growth activities.

• Supervise out-of classroom activities for pupils during the assigned working day, as required.

• Appropriately communicate with parents and pupil personnel staff members on the individual student’s progress and development.

• Participate on committees and engage in student and family activities focused on ELL students.

• Serve as a resource on an interdepartmental level to relate appropriate aspects of subject area to other subject/content areas

• Work to establish and maintain open lines of communication with students and their parents concerning the academic and behavioral progress of all assigned students.

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

KNOWLEDGE, EXPERIENCE, AND TRAINING:

• Strong record on helping ELLs, particularly Spanish speaking ELLs achieve academic success.

• Deep knowledge of New York State Commissioner’s Regulations Part 154 Transitional Bilingual Education Programming

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

• Significant experience with Dual Language 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.

• Willingness to participate in professional development opportunities.

• Significant experience implementing effective instructional practices in Spanish Home Language Arts and Bilingual Content Area Subjects, designing engaging lessons, using data and formative assessment in the classroom and implementing strategies to engage 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.

• Ability to read, write, speak, understand, and communicate in English and Spanish sufficiently to perform the duties of this position.

The Schenectady City School District is interested in receiving applications for qualified candidates for the position of:

STEM/Library Media Specialist Teacher(K-5)

With a population of nearly 10,000 students, the Schenectady City School District is one of the largest in the Capital Region.? We have an incredibly diverse population and remain committed to ensuring that all children feel valued, are safe and will learn.? We value a culture of equity and are driven to ensure that race, economics, and disability are never predictors of student achievement. ?Every child in our district counts and will be supported, each step of the way, along the path to graduation. 

 The Schenectady City School District has openings for the 2022-23 school year and is now accepting applications for STEM/ Library Media Specialist Teacher (K-5). These teachers serve as tech support in our buildings and are seen as innovators in the implementation of technology in our schools. NYS Teacher Certification is required (must have applicable certification at time of hire) as a Library Media Specialist or Common Branch Teacher (K-6). Google Educator Certification is preferred. 

Responsible to: Building Principal

Payment Rate: According to Certified Teachers Salary Schedule

Employment Term: 10 Month

 KNOWLEDGE AND SKILLS: 

• Extensive knowledge and interest in coding, robotics, and maker space. 

• Knowledgeable about current research-based instruction and skilled in applying its findings to a variety of situations--particularly those that call upon students to access, evaluate, and use information from multiple sources in order to learn, to think, and to create and apply new knowledge. 

• Ability to teach multiple modalities of learners in ways that engage, encourage and foster student inquiry.

• Ability to build relationships with teachers, administrators and students

• Strong knowledge of information literacy and information technology

 JOB RESPONSIBILITIES AND ROLES: 

• Develops daily STEM lessons and hands-on experiences.

• Uses technology to promote learning, creativity, and collaboration.

• Employs a variety of instructional techniques, instructional media, and performance. assessments, which guide the learning process toward curriculum goals and student learning. 

• Adopts a data-driven attitude towards measuring learner progress and using that data to constantly refine lessons.

• Attend to individual student needs and provide extra support for students who need it.

• Demonstrates an awareness of different student backgrounds and cultures.

• Communicates regularly with parents.

• Monitors student growth to identify strengths and areas for improvement.

• Provides regular feedback to students.

• Works directly with school and district administrators and staff in the development, implementation, and evaluation of STEM initiatives and curriculum.

• Organizes, develops, and coordinates special STEM events/activities.

• Attends professional development and training related to STEM programs and methodologies, staying abreast of current research.

• Utilize digital technology and integration through effective pedagogy and instructional practices.

• Encourage students to explore the world around them through print and online resources.

• Source information in a productive and educationally sound way. 

• Support technology  integration in our buildings.  

• Maintain the school library resources; inventory, distribute and circulate materials.

• Assist teachers with resources, materials, tools, information, etc. to support classroom instruction and planning, including new resources.

• Exhibit and display student work across the school and through online presence. 

• Share STEM events and activities through social media, such as the SCSD Facebook, Twitter and Instagram. 

• Serves as liaison to prospective or selected STEM vendors, to determine the best resources, options and innovations that will optimize the learning experience for students and staff.

Distinguishing Features of the Class Plumber Role:

 This is skilled work involving responsibility for efficient performance of a variety of plumbing, maintenance and steam fitting tasks requiring a thorough knowledge of the trade.  General supervision is received from a higher level supervisor regarding tasks to be performed with considerable leeway allowed for planning the details of each assignment.  Direct supervision may be exercised over a variety of skilled and non-skilled employees.  Does related work as required.

Typical Work Activities and Plumber Expectations:

• Installs and repairs water service piping which includes wiping and testing joints;
• Installs and repairs fixtures such as lavatory facilities, drinking fountains and sprinkler systems;
• Maintains and repairs plumbing in municipal owned buildings;
• Inspects installation plumbing work within the jurisdiction;
• May repair and maintain water pumping stations and reservoirs;
• Cuts, bends, threads and assembles pipes;
• Installs and repairs pipes and valve traps in heating systems;
• Maintains tools to keep them in good working order;
• Clears stoppages in waste, sub soil and other drains;
• Repairs and installs steam equipment;
• May perform groundskeeper activities;
• May perform other skilled maintenance activities;
• May supervise the work of subordinates on a work project;
• May operate a truck or other automotive equipment;
• Performs a variety of related work as required.

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

• Good knowledge of the common practices, tools, terminology and accident precautions of the trade; good knowledge of local plumbing ordinances; ability to work from plans and specifications and to follow rough sketches and oral instructions; ability to lay out work for self and others; good motor and hand and eye coordination; manual dexterity; physical condition commensurate with the demands of the position.

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.

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.

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.

Health Teacher Role

This position will report to School Building Principal. The Health Teacher will plan, prepare, and teach well developed culturally responsive lessons which enthuse and inspire students, and promote an exciting rigorous learning environment. The Health Teacher will assess, track, and provide relevant and timely feedback on achievement and developmental needs to students, families and colleagues. The Health Teacher will maintain a strong home, school and community connection. The Health 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. 

Health Teacher Expectations

• The Health Teacher will educate students on the importance of maintaining good physical and mental health.  Some of the topics they will discuss are hygiene, nutrition, and physical exercise.

Position Responsibilities:

• Demonstrates good critical thinking skills to understand student and staff experiences;

• 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.

Chinese (Mandarin) 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 world language teacher will inspire students to develop competencies, knowledge, and skills in comprehending and communicating in Mandarin Chinese.  The Chinese teacher will coach students on how to interpret the culture of Chinese speaking countries and will use the 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.

Chinese (Mandarin) 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.
• Knowledge of New York State Chinese Learning Standards
• Demonstrated ability and/or commitment to developing and maintaining a strong Chinese program, including developing degrees

Chinese Teacher Key Qualities

• Demonstrate for students the power of languages and how to use Chinese (Mandarin) 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.

American Sign Language Teacher

This position will report to the building Principal in a midsize urban school district located in the Capital region of Upstate New York. The American Sign Language Teacher will inspire students to develop competencies, knowledge, and skills in comprehending and communicating in American Sign Language. This position will require knowledge of Deaf communities and will help students understand the differences and similarities between hearing and Deaf culture.  This position requires a high degree of curiosity, imagination and a love for cultural differences.  

ASL 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.
• Knowledge of New York State ASL Learning Standards
• Demonstrated ability and/or commitment to developing and maintaining a strong ASL program, including developing degrees

ASL Teacher Key Qualities

• Demonstrate for students the power of languages and how to use ASL 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.

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.

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.

French Teacher Role                                                                                                                        

This position will report to the Middle School Building Principals 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.

Lead Building 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.

 Lead Building 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.

Lead Building 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.

American Sign Language Teacher

This position will report to the building Principal in a midsize urban school district located in the Capital region of Upstate New York. The American Sign Language Teacher will inspire students to develop competencies, knowledge, and skills in comprehending and communicating in American Sign Language. This position will require knowledge of Deaf communities and will help students understand the differences and similarities between hearing and Deaf culture.  This position requires a high degree of curiosity, imagination and a love for cultural differences.  

ASL 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.
• Knowledge of New York State ASL Learning Standards
• Demonstrated ability and/or commitment to developing and maintaining a strong ASL program, including developing degrees

ASL Teacher Key Qualities

• Demonstrate for students the power of languages and how to use ASL 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.

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.

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.

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.

Monday - Friday

Minimum of three hours

Start Date:  October 10, 2023

Location: All Schools

Responsibilities include:

? Supervise and assist students who attend the program.
? Administer assignments and coordinate with teachers.
? Supervise staff.
? Monitor student enrollment.
? Communicate with teachers to ensure compliance with the modifications and
accommodations that are mandated in Individualized Education Plans
? Daily attendance taken and prepare required reporting documents
? Other assigned duties as required.

All positions are dependent upon enrollment and funding.

For all questions regarding these positions please email:
Alissa Diamond - diamonda@schenectadyschools.org

Monday - Friday

Minimum of three hours

Start Date:  October 10, 2023

Responsibilities include:

? Provide instructional academic support to students.
? Provide academic tutoring to students.
? Supervise and assist students who attend the program.
? Complete lesson plans as required.
? Communicate with teachers to ensure compliance with the modifications and
accommodations that are mandated in Individualized Education Plans
? Other assigned duties

All positions are dependent upon enrollment and funding.

For all questions regarding these positions please email:
Alissa Diamond - diamonda@schenectadyschools.org

Monday - Friday

Minimum of three hours

Start Date:  October 10, 2023

 Responsibilities include:

• Supervise and assist students who attend the program.
• Administer assignments and coordinate with teachers.
• Communicate with teachers to ensure compliance with the modifications and accommodations that are mandated in Individualized Education Plans.
• Other duties as assigned.
  
   All positions are dependent upon enrollment and funding.

For all questions regarding these positions please email:  Alissa Diamon at diamonda@schenectadyschools.org 

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.

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.

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.

Health Teacher Role

This position will report to School Building Principal. The Health Teacher will plan, prepare, and teach well developed culturally responsive lessons which enthuse and inspire students, and promote an exciting rigorous learning environment. The Health Teacher will assess, track, and provide relevant and timely feedback on achievement and developmental needs to students, families and colleagues. The Health Teacher will maintain a strong home, school and community connection. The Health 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. 

Health Teacher Expectations

• The Health Teacher will educate students on the importance of maintaining good physical and mental health.  Some of the topics they will discuss are hygiene, nutrition, and physical exercise.

Position Responsibilities:

• Demonstrates good critical thinking skills to understand student and staff experiences;

• 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.

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.

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

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/185 days per year

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/185 days per year

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.