Job Opportunities

Schenectady High School Openings

Note: Click on a job title to learn more about the position.

Position TitleJob NumberJob DescriptionPay Scale
Registered Professional Nurse18596

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.
$35,020-$37,878
Leave Replacement School Social Worker

Leave Replacement Social Worker Role

This position reports to the Student Support Services Division in a midsize urban school district located in the Capital region of Upstate New York. The leave replacement social worker will cover the duties of the school social worker out on a leave of absence and 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.

Leave Replacement 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.

Leave Replacement 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.
Per SFT Contract
Air Force Junior ROTC Instructor

The success of Air Force Junior ROTC would not be possible without the expertise and dedication of the nearly 1,900 retired Airmen who serve as Aerospace Science Instructors. 

Air Force Junior ROTC is a full program and is not confined to the “regular” school day, nor just the classroom.  Air Force Junior ROTC instructors conduct academic classes during the regular school day, but also supervise Leadership Development Requirements (LDRs) after regular school hours.  LDRs are experiential learning activities like drill teams, academic bowl teams, marksmanship teams, etc.  A robust and successful AFJROTC program will have several active LDRs throughout the year.

Air Force Junior ROTC Program Staffing.  Each Air Force Junior ROTC program must be staffed with a minimum of two instructors.  More instructors are added as enrollment grows.  An Air Force Junior ROTC unit typically has one retired officer and one retired enlisted instructor. 

Officer instructors are retired officers who have at least a bachelor’s degree.  Over 90 percent of them have master’s degrees with backgrounds in teaching, extensive experience managing complex programs, and many have significant experience working with youth groups.

Enlisted instructors are retired noncommissioned officers who normally have at least a bachelor’s degree.  All enlisted instructors have extensive experience in leadership, supply, administration, drill and ceremony, teaching, and many have significant experience working with youth groups.

Responsibilities of All Instructors. Instructors will exhibit only the highest levels of personal and professional conduct while serving as an Air Force Junior ROTC instructor.  The proverbial "glass house" analogy certainly applies here.  Instructors perform duties, accept responsibilities, and meet standards as prescribed by applicable Department of Defense (DoD), Air Force and Air Force Junior ROTC instructions.  Instructors will directly supervise all cadets participating in official AFJROTC unit events, AFJROTC community service events, and other unit activities (e.g. drill competitions, curriculum-in-action trips, base visits, etc.) that enhance or supplement the program. 

All Air Force Junior ROTC instructors are deeply involved in their communities.  They teach Air Force Junior ROTC aerospace science and leadership education curricula. They also serve as liaisons between the Air Force and civilian agencies in the aerospace field, and perform career and performance counseling for AFJROTC cadets.

Instructors devote themselves to cadets in the classroom and during LDRs. Their hard work and devotion have resulted in an Air Force Junior ROTC program that’s highly acclaimed at the local and national level.

Essential Functions of All Air Force Junior ROTC Instructors. To successfully serve as an AFJROTC Instructor, an applicant must be able to:

1)  Conduct Academic Classes. An Air Force Junior ROTC Instructor is expected to prepare for and teach periods of instruction of 45 to 90 minutes each, for as many as 4 to 6 periods per day, depending on a particular school’s schedule. Each class period may contain 30 students (possibly more in unusual circumstances) holding a range of ages and maturity levels, and coming from different socioeconomic backgrounds. Teaching academic classes involves significant organizational, interpersonal, and communication skills, as well as a high degree of patience.

2) Lead Before and/or After-School Activities. An Air Force Junior ROTC Instructor is expected to coordinate and lead a variety of school activities, possibly held before or after each school day, both indoors and outdoors. These activities may include physical training events, academic clubs, rocketry teams, marksmanship teams, along with performing drill instruction and demonstrating drill sequences. Leading extracurricular activities involves significant organizational skills, strong teambuilding skills, and physical stamina.

3) Lead Off-Campus Events. An Air Force Junior ROTC instructor is expected to lead field trips to historical sites, visits to local government agencies and military installations, and to march in parades with their cadets. Leading off campus events involves significant organizational skills, physical stamina, and the ability to remain calm in stressful situations.

4) Be an Ambassador of the Air Force. An Air Force Junior ROTC instructor is expected to exemplify a positive image of the Air Force at all times by conducting themselves in a highly professional manner in both their words and their actions. Additionally, an Air Force Junior ROTC instructor is expected to maintain a professional military appearance in uniform, and to comply with Air Force Junior ROTC weight and body fat standards.

5) Complete any additional state and/or local school district mandated teacher certification or continuing education requirements. Any additional certification requirements above the basic Air Force Junior ROTC instructor certification must be accomplished at no expense to the Air Force.

6) Successfully incorporate Air Force Junior ROTC-approved interactive learning software/hardware with classroom instruction, and have a competent knowledge of curriculum planning, Air Force educational programs, drill and ceremonies, and educational administration, including tests and measurements. Academic, administrative, logistical, financial support tasks, and after-school activities will be equally shared by all instructors as regular duties.

7) Complete the mandatory Air Force Junior ROTC Instructor Certification Course (JICC) as a condition of certification.

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.