Job Opportunities

Central Office Openings

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

Position TitleJob NumberJob DescriptionPay Scale
Assistant Director for Math in the Office of Teaching and Learning

Embody, advocate and operationalize the mission, vision and strategic direction of the Schenectady City School District. Support the Office of Teaching and Learning and District schools to achieve the District’s goals for student and graduate success by ensuring equitable student and school access to all programs, resources, and high quality instruction.  Assist the District team in establishing District-wide practices that promote equity attending to the need for an antiracist, culturally responsive curriculum.

Primary responsibilities (provide assistance to the Teaching and Learning team):

  • Identify, evaluate, and standardize math curriculum and instructional resources that promote equity, diversity, and inclusions and lead to improved student outcomes;
  • Lead the research and development of mathematical instructional practices, programs,  and policies that maximize educational options and lead to improved academic success for all students;
  • Serve as a resource to Principals, teachers, and community partners (universities, colleges, non-profit educational organizations) to provide assistance to adopt culturally responsive curriculum and effective math pedagogical practices for the purpose of advancing educational equity;
  • Develop math professional development opportunities for teachers to increase educational outcomes.

Specifically:

Identify, evaluate, and standardize curriculum and instructional resources that promote equity and lead to improved student outcomes

  • Assists the district in understanding, interpreting, and operationalizing the Next Generation Math Learning Standards as set forth by New York State Education Department;
  • Integral role in assuring that the goals of the Student and Graduate Success Pillar are a central focus in work undertaken, operationalizing the defined pillar strategies to move measures towards successful completion;
  • Analyzes and utilizes student academic data for the purpose of developing or co-developing appropriate math curriculum and guiding instructional conversations;
  • Promotes the use of the most effective and appropriate technologies to support math teaching and learning and ensures that necessary resources are available.

Lead the research and development of instructional practices, programs,  and policies that maximize educational options and lead to improved academic success for all students

  • Research topics required to maintain the integrity of equity work (e.g. relevant policies, new federal and state statutes, financial resources, etc.) for the purpose of developing new math programs/services, ensuring compliance with regulatory requirements, securing general information and/or responding to requests;
  • Assist building administration and faculty in analysis and use of math assessment data to reflect on teaching practice, make instructional decisions, inform lesson plans and meet the needs of diverse learners;
  • Collaborate and problem-solve in developing comprehensive, rigorous, and coherent math curricular programs that addresses all levels of thinking, enables students to develop knowledge and skills related to a concept, problem or issue, and supports their construction of meaning during the most important lessons and tasks;
  • Provide support to foster a culture that motivates teachers and administrators to perform at the level of excellence necessary to improve student achievement and close educational opportunity gaps;
  • Provide support to building administration in the implementation of a rigorous coherent curricula appropriately aligned to the Next Generation Math Learning Standards in coordination with classroom teachers;
  • Review and observe current teaching methods and learning materials as needed for areas of District improvement and to ensure they meet the current local, state and federal requirements.

Serve as a resource to Principals, teachers, and community partners (universities, colleges, non-profit educational organizations) to provide assistance to adopt culturally responsive curriculum and effective pedagogical practices for the purpose of advancing educational equity

  • Serve as a collaborative resource within the District for furthering goals of educational equity in developing and implementing effective math learning strategies that reflect and support diversity, equity and inclusion for student academic success; 
  • Establishes strong working relationships with school and district staff;
  • Supports a climate where equity is discussed, challenged and used to promote opportunities for staff and student success;
  • Serve on cross-functional teams to provide educational and managerial leadership that builds and supports a high performance educational team, inspiring and aligning the academic work of the District;
  • Gathers input from staff and surveys from students as well as formal assessment data as part of process to monitor and evaluate the impact of the instructional program;
  • Supports the development of the instructional and leadership capacity of staff.

Develop professional development opportunities for teachers to increase educational outcomes

  • Analyzes and utilizes data to identify math professional development needs and to evaluate, improve and report on program effectiveness;
  • Communicates the goals, plans and progress of the District’s professional learning program;
  • Communicates available professional learning activities to school and district staff;           
  • Collaborates on the design and implementation of a comprehensive Professional Development Plan of all staff;
  • Implements professional learning opportunities through multiple delivery models including, formal structured workshops and digital platforms;
  • Organizes, maintains and supports professional learning communities;
  • Remains a learner and informed of innovative professional development techniques to provide the district with the highest quality of professional development activities;
  • Participates in the development of the district school calendar to ensure adequate professional learning time;
  • Assist in the development and onboarding of new staff.

Secondary responsibilities will at times include:

  • Assist building administrations in the recruitment and hiring of math staff when recruitment is needed across  multiple buildings;
  • Will conduct teacher evaluations to ensure proper implementation of curriculum;
  • Within the framework of the tenets of the APPR process, provide support and/or supervise and coach teachers by adhering to precise instructional systems, visiting classrooms to observe instruction, modeling effective instructional practices, providing support, and giving feedback.
Per SAA contract
Assistant Director for Social Studies in the Office of Teaching and Learning

Embody, advocate and operationalize the mission, vision and strategic direction of the Schenectady City School District. Support the Office of Teaching and Learning and District schools to achieve the District’s goals for student and graduate success by ensuring equitable student and school access to all programs, resources, and high quality instruction. Assist the District team in establishing District-wide practices that promote equity attending to the need for an antiracist, culturally responsive curriculum.

Primary responsibilities (provide assistance to the TL team):

  • Identify, evaluate, and standardize the social studies curriculum and instructional resources that promote equity, diversity, and inclusions and lead to improved student outcomes
  • Lead the research and development of social studies instructional practices, programs, and policies that maximize educational options and lead to improved academic success for all students
  • Serve as a resource to Principals, teachers, and community partners (universities, colleges, non-profit educational organizations) to provide assistance to adopt culturally responsive curriculum and effective social studies pedagogical practices for the purpose of advancing educational equity
  • Develop social studies professional development opportunities for teachers to increase educational outcomes.

Specifically:

Identify, evaluate, and standardize curriculum and instructional resources that promote equity and lead to improved student outcomes

  • Assists the district in understanding, interpreting, and operationalizing the Social Studies Framework as set forth by New York State Education Department
  • Integral role in assuring that the goals of the Student and Graduate Success Pillar are a central focus in work undertaken, operationalizing the defined pillar strategies to move measures towards successful completion
  • Analyzes and utilizes student academic data for the purpose of developing or co-developing appropriate social studies curriculum and guiding instructional conversations.
  • Promotes the use of the most effective and appropriate technologies to support social studies teaching and learning and ensures that necessary resources are available.
  • Supports teachers and building leaders in the creation and delivery of a diverse, equitable, and inclusive social studies curriculum that will reflect the contributions of diverse populations and perspectives.

Lead the research and development of instructional practices, programs, and policies that maximize educational options and lead to improved academic success for all students

  • Research topics required to maintain the integrity of equity work (e.g. relevant policies, new federal and state statutes, financial resources, etc.) for the purpose of developing new social studies programs/services, ensuring compliance with regulatory requirements, securing general information and/or responding to requests
  • Lead a task force of stakeholders to plan for the implementation of the Seal of Civic Readiness pathway
  • Assist building administration and faculty in analysis and use of social studies assessment data to reflect on teaching practice, make instructional decisions, inform lesson plans and meet the needs of diverse learners
  • Collaborate and problem-solve in developing comprehensive, rigorous, and coherent social studies curricular programs that addresses all levels of thinking, enables students to develop knowledge and skills related to a concept, problem or issue, and supports their construction of meaning during the most important lessons and tasks
  • Provide support to foster a culture that motivates teachers and administrators to perform at the level of excellence necessary to improve student achievement and close the opportunity gap.
  • Provide support to building administration in the implementation of a rigorous coherent curriculum appropriately aligned to the Next Generation Learning Standards and NYS Social Studies Framework in coordination with classroom teachers.
  • Review and observe current teaching methods and learning materials as needed for areas of District improvement and to ensure they meet the current local, state and federal requirements.

Serve as a resource to Principals, teachers, and community partners (universities, colleges, non-profit educational organizations) to provide assistance to adopt culturally responsive curriculum and effective pedagogical practices for the purpose of advancing educational equity

  • Serve as a collaborative resource within the district for furthering goals of educational equity in developing and implementing effective social studies learning strategies that reflect and support diversity, equity and inclusion for student academic success.
  • Establishes strong working relationships with school and district staff.
  • Supports a climate where equity is discussed, challenged and used to promote opportunities for staff and student success.
  • Serve on cross-functional teams to provide educational and managerial leadership that builds and supports a high performance educational team, inspiring and aligning the academic work of the District.
  • Gather input from staff and surveys from students as well as formal assessment data as part of the process to monitor and evaluate the impact of the instructional program.
  • Supports the development of the instructional and leadership capacity of staff.

Develop professional development opportunities for teachers to increase educational outcomes

  • Analyzes and utilizes data to identify professional development needs and to evaluate, improve and report on program effectiveness.
  • Communicates the goals, plans and progress of the district professional learning program.
  • Communicates available professional learning activities to school and district staff.
  • Collaborates on the design and implementation of a comprehensive Professional Development Plan of all staff.
  • Implements professional learning opportunities through multiple delivery models including, formal structured workshops and digital platforms.
  • Organizes, maintains and supports professional learning communities.
  • Remains a learner and informed of innovative professional development techniques to provide the district with the highest quality of professional development activities.
  • Participates in the development of the district school calendar to ensure adequate professional learning time.
  • Assist in the development and onboarding of new staff.

Secondary responsibilities will at times include:

  • Assist building administrations in the recruitment and hiring of staff across multiple buildings.
  • Will conduct teacher evaluations to ensure proper implementation of curriculum.
  • Within the framework of the tenets of the APPR process, provide support and/or supervise and coach teachers by adhering to precise instructional systems, visiting classrooms to observe instruction, modeling effective instructional practices, providing support, and giving feedback.
Per SAA contract
Asst Director of Early Literacy & Prekindergarten Programming for the Office of Teaching & Learning

Assistant Director of Early Literacy and Prekindergarten Programming for the Office of Teaching and Learning 

OVERVIEW

Embody, advocate and operationalize the mission, vision and strategic direction of the Schenectady City School District. Support the Office of Teaching & Learning and District schools to achieve the District’s goals for student and graduate success by ensuring equitable student and school access to all programs, resources, and high quality instruction.  Assist the District team in establishing District-wide practices that promote equity attending to the need for an antiracist, culturally responsive curriculum.

Provide guidance and professional development on topics relevant to literacy acquisition and school readiness in pre-Kindergarten through Grade 3; partner and collaborate with local agencies in the common work of promoting early childhood literacy; serves as a liaison between the Prek classrooms, Community Based Organizations and K-12 learning communities regarding issues of literacy and school readiness. The successful candidate will coordinate efforts with the ELA Assistant Director so there is a fluid program pre-K through 12th grade.

Primary responsibilities (provide assistance to the Teaching and Learning team):

  • Identify, evaluate, and standardize Prek and developmental reading curriculum and instructional resources that promote equity, diversity, and inclusion and lead to improved student outcomes;
  • Lead the research and development of literacy acquisition and instructional practices, programs, and policies that maximize educational options and lead to improved academic success for all students;
  • Serve as a resource to Principals, teachers, and community partners (community based organizations, universities, and non-profit educational organizations) to provide assistance to adopt culturally responsive curriculum and effective pedagogical practices for the purpose of advancing educational equity; 
  • Communicate and steer the K-3 District literacy goals for the team and District; 
  • Collaborate with district departments for fiscal and program oversight of the Universal Prekindergarten Grant 
  • Work closely with the MTSS team to plan and monitor a comprehensive literacy assessment program to assure the use of accurate data in implementing a diagnostic and prescriptive tiered intervention system for P-3 Readers.
  • Develop professional development opportunities for teachers to increase educational outcomes;

Specifically: 

Identify, evaluate, and standardize comprehensive core reading curriculum and instructional resources that promote equity and lead to improved student outcomes

  • Assists the district in understanding, interpreting, and operationalizing the Next Generation PreK through Grade 3 ELA Learning Standards as set forth by New York State Education Department, with special attention to foundational reading development;
  • Integral role in assuring that the goals of the Student and Graduate Success Pillar are a central focus in work undertaken, operationalizing the defined pillar strategies to move measures towards successful completion;
  • Analyzes and utilizes student reading data for the purpose of developing or co-developing appropriate curriculum and guiding instructional conversations; 
  • Promotes the use of the most effective and appropriate technologies to support teaching and learning and ensures that necessary resources are available. 

Lead the research and development of instructional practices, programs, and policies that maximize educational options and lead to improved academic success for all students

  • Research topics required to maintain the integrity of equity work (e.g. relevant policies, new federal and state statutes, financial resources, etc.) for the purpose of developing new reading programs/services, ensuring compliance with regulatory requirements, securing general information and/or responding to requests; 
  • Assist building administration and faculty in analysis and use of reading assessment data to reflect on teaching practice, make instructional decisions, inform developmental reading lesson plans and meet the needs of diverse learners;
  • Collaborate and problem-solve in developing comprehensive, rigorous, and coherent literacy programs that addresses all levels of thinking, enables students to develop knowledge and skills related to a concept, problem or issue, and supports their construction of meaning during the most important lessons and tasks; 
  • Provide support to foster a culture that motivates teachers and administrators to perform at the level of excellence necessary to improve student achievement and close educational opportunity gaps;
  • Provide support to building administration in the implementation of a rigorous, coherent literacy curricula appropriately aligned to the ELA Next Generation Learning Standards in coordination with classroom teachers;
  • Review and observe current Prek and early literacy teaching methods and learning materials as needed for areas of District improvement and to ensure they meet the current local, state and federal requirements.

Serve as a resource to Principals, teachers, and community partners (universities, colleges, non-profit educational organizations) to provide assistance to adopt culturally responsive curriculum and effective pedagogical practices for the purpose of advancing educational equity 

  • Serve as a collaborative resource within the district for furthering goals of educational equity in developing and implementing effective literacy acquisition strategies that reflect and support diversity, equity and inclusion for student academic success;  
  • Meet with and partners with community agencies who are dedicated to providing quality preschool programs;
  • Represent SCSD in community discussions regarding how best to provide effective early childhood programs;
  • Establishes strong working relationships with school and district staff; 
  • Supports a climate where equity is discussed, challenged and used to promote opportunities for staff and student success;
  • Serve on cross-functional teams to provide educational and managerial leadership that builds and supports a high performance educational team, inspiring and aligning the academic work of the District;
  • Gathers input from staff and surveys from students as well as formal assessment data as part of process to monitor and evaluate the impact of the instructional program; 
  • Supports the development of the instructional and leadership capacity of staff. 

Develop professional development opportunities for teachers to increase educational outcomes 

  • Analyzes and utilizes literacy data to identify professional development needs and to evaluate, improve and report on program effectiveness;
  • Communicates the goals, plans and progress of the District’s professional learning program;
  • Communicates available literacy professional learning activities to school and district staff;       
  • Collaborates on the design and implementation of a comprehensive Professional Development Plan for all staff;
  • Implements literacy professional learning opportunities through multiple delivery models including, formal structured workshops and digital platforms;
  • Conduct professional development for teachers of preschool-grade 3 on effective strategies for the development of literacy for all children;
  • Organizes, maintains and supports professional learning communities; 
  • Remains a learner and informed of innovative professional development techniques to provide the district with the highest quality of professional development activities;
  • Participates in the development of the district school calendar to ensure adequate professional learning time;
  • Assist in the development and onboarding of new staff. 

Secondary responsibilities will include:

  • Collaborate with the SCSD business office and Office of Planning and Accountability for accurate and timely submissions
  • Assist building administrations in the recruitment and hiring of Prek staff;
  • Will conduct PreK teacher evaluations to ensure proper implementation of curriculum;
  • Within the framework of the tenets of the APPR process, provide support and/or supervise and coach teachers by adhering to precise instructional systems, visiting classrooms to observe instruction, modeling effective instructional practices, providing support, and giving feedback.
Per SAA contract
Transportation Assistant

Distinguishing Features of the Class and Transportation Assistant Role

This position is responsible for providing staff support duties for a school district transportation department.  Work involves liaison with schools, parents, bus drivers and administration to facility proper operation of the district’s transportation program.  The work further involves dispatching and relaying messages to drivers, maintaining a database and related clerical functions. The employee reports directly to and works under the general supervision of the transportation supervisor. Does related work as required.

 

Typical Work Activities and Transportation Assistant Expectations

  • Relays messages to and from bus drivers using two-channel radios;
  • Attempts to resolve road problems concerning buses, drivers and students via radio in absence of transportation supervisor;
  • Records daily hours for bus drivers;
  • Assists in scheduling drivers for trips;
  • Updates transportation information on a micro-computer by manipulation of an alpha-numeric keyboard to record, edit, store and retrieve correspondence, reports and other data;
  • Updates district transportation maps and schedules;
  • Assists in assigning pick-up/drop-off sites, transfer points, etc;
  • Aids in creating detailed bus routes for new semesters;
  • Assists parents and students with transportation related problems such as walk/ride, bus pick-up time, explaining denials of special requests, processing bus stop changes, etc;
  • Assists bus drivers with day-to-day activities such as notifying of additional stops, re-routing information and locating students;
  • Works with individual schools in the district to provide information relative to school bus activities such as notification of new students, kindergarten half-day sessions, walk/ride problems, and special situations;
  • Maintains transportation data base including data base manipulation on a micro-computer;
  • Maintains related files, prepares and disseminates reports, correspondence, bus passes, etc;
  • Instructs other staff on proper use and retrieval of transportation computerized data;
  • Maintains a variety of records and reports related to the work.

Full Performance Knowledge, Skills, Abilities and Personal Characteristics and Key Qualities of Transportation Assistant

Good knowledge of information processing and data base maintenance including data retrieval and entry on a micro-computer; good knowledge of district practices and policies regarding bus routing, pick-up, drop-off, attendance areas, etc; good knowledge of the use and operation of information processing equipment and related peripheral equipment; working knowledge of the geographic area of the school district as related to transportation concerns; working knowledge of office terminology and procedures; working knowledge of proper grammatical usage and punctuation; working knowledge of business vocabulary; ability to maintain computerized records and reports; ability to manually keyboard on a micro-computer; ability to communicate effectively with parents, bus drivers, and school district personnel; ability to operate a two-way radio; ability to work independently.

 

 

 

$33,067-$35,766/year
Executive Secretary II

DISTINGUISHING FEATURES OF THE CLASS:  This position involves responsibility for performing a variety of complex and confidential secretarial duties and more difficult office assignments for a department head.  The incumbent establishes office procedures, implements policies and procedures, resolves day-to-day operational problems and organizes and coordinates the administrative activities in the department. The work involves the exercise of independent judgment in giving out information regarding departmental policies and practices and in planning the routine of an office, this position differs from that of Executive Secretary I by virtue of broader project and/or supervisory responsibilities, independence in carrying out tasks and the size of the department or unit. General supervision is received from the department head. General supervision may be exercised over a variety of clerical employees. The incumbent does related work as required.

TYPICAL WORK ACTIVITIES:

  • Serves as secretary and office manager to a department head;
  • Assists in the development of the department's budget;
  • Maintains financial records and prepares annual financial reports;
  • Collects financial and statistical data used in preparing reports, budget requests and other various studies;
  • Organizes and compiles the data for analysis by the department head;
  • Orients and trains new employees;
  • Oversees various financial accounts and ledgers and insures proper expenditures;
  • Supervises and assigns work to subordinate clerical employees;
  • Screens telephone calls to the department head and responds to appropriate inquiries;
  • Relieves department head of office detail by making appointments,   receiving calls and referring them to the proper persons;
  • Answers requests for administrative information and prepares office reports;
  • Opens, reviews, sorts and distributes the mail in accordance with      staff assignments;
  • Organizes and coordinates the administrative action in the department, including handling incoming correspondence and drafting responses, and researching background information;
  • Organizes, plans and schedules demanding workloads for timely completion;
  • Designs and maintains office files;
  • Schedules meetings and maintains department head's calendar;
  • May operate word processing equipment in the performance of daily tasks;
  • Performs a variety of related duties as required.

FULL PERFORMANCE KNOWLEDGES, SKILLS, ABILITIES AND PERSONAL CHARACTERISTICS:  Thorough knowledge of office terminology, procedures and equipment; thorough knowledge of business arithmetic and English; thorough knowledge of the organization, functions, laws, policies and regulations of the agency; ability to handle office detail independently, including composition of important letters and memorandum; ability to plan and supervise the work of others; ability to understand and carry out complex oral and written directions; ability to operate word processing equipment or a microcomputer; ability to interact in a professional manner with the public regarding various concerns; ability to establish effective working relationships with a variety of people at all levels of the organization; personal integrity necessary to maintain confidentiality pertaining to office matters.

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.