Long Term Suspension (LTS) Teaching Assistant Role

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

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

Teaching Assistant Expectations 

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

• Assist teacher with the organization of instructional materials; 

• Work with individual or small groups of students to reinforce skills and concepts previously taught under the supervision of the teacher;

• Work with students to help achieve IEP goal activities under the supervision of the teacher;

• Assist students with education and therapy goals by helping them stay on track, repeating instructions from teacher, scribing, etc;

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

• Assist the teacher during times of crisis;

• Reinforcement of explicitly taught expectations that are reviewed often with students;

• Assist in managing clear and consistent classroom routines;

• To assist the teacher in maintaining conditions affecting the safety and welfare of the students;

• Assist teachers in implementing culturally responsive practices to assists students in improving their literacy skills;

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

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

Teaching Assistant Key Qualities

• Reflects on practices and modify as necessary to meet the unique needs of all students;

• Passionate about developing relationships with students;

• Set high expectations for students;

• Demonstrates for students the importance of being life-long learners;

• Ability to motivate in a team-oriented, collaborative environment;

• Cares about students’ academic and social emotional needs;

• Strives for 100% attendance;

• Dedication to understanding the needs of our students;

• Collaborate with teachers regarding daily and weekly plans and expectations

• Lead a variety of small and large group activities daily;

• Communicate in a proactive and positive manner with Principal and colleagues;

• Build student relationships and a sense of community;

Distinguishing Features of the Class 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.

Dates:  July 7, 2025 - August 1, 2025

Days:  Monday - Friday

Time: 8:30AM - 2:30PM

Locations:  MLK ES, Woodlawn ES, Yates ES

Pay Rate:  LPN - $25.00/hour

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

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

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.

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.