Job Opportunities

Central Park Middle School Openings

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

Position TitleJob NumberJob DescriptionPay Scale
Information Processing Specialist II - Central Park MS

Distinguishing Features of the Class and Information Processing Specialist II Role

This position involves responsibility for performing complex information processing activities often involving the utilization of word processing and related software.  This position differs from that of Information Processing Specialist I in that the activities performed are more complex.  Incumbents format, type, revise and print text, reports, budgets, etc. following well-established guidelines.  Additionally, when not engaged in equipment operation, an incumbent performs a variety of clerical duties.  General supervision may be exercised over a variety of Information Processing Specialist I and other clerical positions.  The work is performed under general supervision of a higher level employee.  The incumbent does related work as required.


Typical Work Activities and Information Processing Specialist II Expectations

  • Assigns and reviews work and instructs new employees in specialized clerical and/or information processing activities of a unit; Designs parameters for selective information storage on information processing equipment to produce specialized outputs of this information in response to users' needs;
  • Designs methods of assembling pre-recorded pieces of information (usually each having a number of variables to be inserted) into complete documents;
  • Designs complex formats and layouts for work assignments;
  • Creates word processing, spreadsheets or data base designs based on oral and written directions;
  • Creates charts, statistical reports and/or performs mathematical computations;
  • Manipulates data to produce requested reports;
  • Chooses document formats and designs document layouts to be used for entering information which will be printed in selected areas on pre-printed forms;
  • May use e-mail as a communications linkage;
  • Types complex charts, statistical reports and/or performs mathematic computations;
  • Discusses assigned projects with supervisors to clarify specific needs and problems;
  • May attend meetings outside the normal business hours, records the minutes of the meeting and transcribes the minutes;
  • Performs a variety of clerical functions related to the position.

Full Performance Knowledge, Skills, Abilities and Personal Characteristics and Key Qualities of Information Processing Specialist II

  • Thorough knowledge of the use and operation of information processing equipment and related peripheral equipment;
  • Thorough knowledge and skill in classic desk top applications including word processing, spreadsheets and data bases;
  • Good knowledge of office terminology and procedures;
  • Good knowledge of proper grammatical usage and punctuation;
  • Good knowledge of business vocabulary;
  • Ability to plan and supervise the work of others;
  • Ability to design complex formats and layouts for work assignments;
  • Ability to understand and follow complex oral and written directions; accuracy.


NOTE:  The essential functions of this job are determined by the department/jurisdiction where the job is located.



School Psychologist - Middle School

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.



Per SFT Contract

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.