Job Opportunities

Multiple Openings

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

Position TitleJob NumberJob DescriptionPay Scale
Cleaner17859

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.

Per O&M Contract
Custodian17836

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.

 

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.

Per O&M Contract
School Safety Officer

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.
$23.00-$28.00/per hour based on experience
Registered Professional Nurse99998

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
Maintenance Mechanic (Plumber)18216

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.

 

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.

 

 

 

Per O&M contract
Maintenance Mechanic (HVAC)21424

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.

Distinguishing Features of the Class Maintenance Mechanic (HVAC) Role:

This is skilled maintenance work involving the responsibility for the operation, maintenance and repair of building heating, ventilating, air conditioning, and related systems.  Supervision is received from the Director of Educational Facilities.  Supervision may be exercised over subordinate cleaning and maintenance personnel.  The incumbent does related work as required.

 

Typical Work Activities and Maintenance Mechanic (HVAC) Expectations:

  • Develops appropriate operating, repair, maintenance and safety practices for heating, ventilating, air conditioning, and related equipment and systems;
  • Repairs and replaces electrical controls, thermostats, relays, pumps and related equipment;
  • Investigates and resolves complaints concerning heating and ventilating;
  • Makes emergency repairs to equipment and takes emergency action in connection with equipment failure to insure reinstatement of serviceability;
  • Installs and repairs electrical systems;
  • Installs and repairs plumbing and piping;
  • Makes recommendations in the purchase of equipment and supplies;
  • May review work done by contractors;
  • May perform work in other trades;
  • May be required to participate in snow and ice control activities;
  • May be required to operate a motor vehicle in connection with assignments;
  • Performs a variety of related duties as required.

Full Performance Knowledge, Skills, Abilities and Personal Characteristics and Key Qualities of Maintenance Mechanic (HVAC):

Thorough knowledge of the construction, operation, maintenance and safety procedures of heating, ventilating, air conditioning, and related equipment; good knowledge of practice, tools and materials used in the maintenance and repair of buildings;  ability to repair and maintain heating, air conditioning, and related equipment in a safe and efficient manner; ability to act quickly and efficiently in the event of a mechanical failure; ability to understand oral and written directions; mechanical aptitude; physical condition commensurate with the demands of the positions.

 

 

 

Per O&M contract
Elementary Reading Teacher

 Reading Teacher Role

 This position reports to the building principal. The Reading Teacher will play a critical role in developing and providing specialized instruction to meet the unique needs of all students. The Reading Teacher will facilitate quality academic and enrichment activities for students in need of targeted comprehensive supports. The Reading Teacher will use the five pillars of reading to improve student literacy skills. This position requires a high degree of creativity, positivity and ability to respond to the needs of diverse learners.  The Reading Teacher will work to eliminate educational opportunity gaps for our historically marginalized students.

 Reading Teacher Expectations

  • Demonstrate the ability to analyze, reflect, and respond to instructional practice with an anti-racist focus;
  • Extensive knowledge of oral language and literacy development, literacy assessments and literacy instruction;
  • Knowledge of Data-Driven Instruction (formative, databases, progress monitoring);
  • Knowledge of Next Generation Learning Standards;
  • Knowledge of collaboration, co-teaching, flexibility, advocacy, providing PD, trouble-shooting;
  • Knowledge of goal setting (SMART), grouping strategies, timelines;
  • Knowledge of strengths based model of instruction;
  • Knowledge of developmentally appropriate teaching;
  • Knowledge of the next logical step (teaching points) to accelerate learning;
  • Knowledge of running records, writing assessments, phonemic awareness and phonics assessments;
  • Understanding of co-teaching methods;
  • Ability to interpret/analyze assessments – strengths and needs, action plan/instruction plan (balanced approach – fluency reads, book introductions, strategic instruction, word work, vocabulary instruction, comprehension strategies, writing about reading, talking/conversations) incorporating student interest and culture;
  • Knowledge of how to teach phonics instruction in an explicit and systematic manner;
  • Provides research-based specialized instruction to address the instructional goals and objectives contained for all students;
  • Assesses student progress and determines the need for additional reinforcement or adjustments to instructional techniques;
  • Employs various teaching techniques, methods and principles of learning;
  • Creates a positive learning experience that embraces student culture with emphasis in individualized instruction using appropriate sources.

Reading Teacher Key Qualities

  • Demonstrated ability to close the educational opportunity gap for historically marginalized students including Students with Disabilities, English Language Learners, Black, and Hispanic/Latinx and Students of Color;
  • Demonstrates a clear understanding of systemic barriers and is able to work with all stakeholders to eliminate barriers and ensure student success;  
  • Reflective practitioner;
  • Use culturally responsive materials and teaching practices to engage student interest;
  • Applies the critical thinking skills needed to adapt instructional practices to support student growth;
  • Ability to work collaboratively and created strong relationships with a variety of stakeholders including teachers, paras, social workers, principals, coordinators, coaches and community members for student success;
  • Has a proven record of student advocacy; 
  • Seeks opportunities to grow and improve and share learning with others.

 

Per SFT Contract
Elementary Intervention Specialist

Intervention Specialist Role

 This position reports to the building principal in a midsize urban school district located in the Capital region of Upstate New York. The intervention specialist will design and implement tailored strategies designed to promote intellectual, social and emotional growth for all students identified for intervention. The intervention specialist will be skillful in diagnosing and prescribing interventions to support tier 1, 2 and 3 instruction. The intervention specialist will work with general and special education teachers to modify instructional practices that enhance the current educational program. This position requires a high degree of self-awareness, ability to collaborate with others and navigate complex systems.

Intervention Specialist Expectations

  • Use data to assist teachers in identifying children who need additional supports;
  • Assist teachers in developing and implementing classroom-based, developmentally and culturally appropriate interventions for children, in order to enhance their acquisition of social, emotional and cognitive skills;
  • Develop and use instructional and behavioral support tools that can be replicated school-wide;
  • Design collaborative systems to support the sharing of practices school-wide.

Intervention Specialist Key Qualities

  • Demonstrates a clear understanding that ALL students can learn;
  • Ability to work collaboratively with a variety of stakeholders including families, teachers, paras, principals, coordinators, coaches and community members for student success;
  • Ability to analyze student data, diagnose area of need for intervention and specific skill/strategy teaching, prescribe intervention and progress monitor intervention;
  • Ability to plan, implement and monitor interventions using a culturally responsive and equity based approach to teaching and learning;
  • Ability to navigate assessments, data, and School Based Support Teams; 
  • Communicates with external wrap-around service providers when applicable to ensure consistency and congruency in supports when needed.

 

Per SFT Contract
Project Aide-Parent Liaison

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

$15.00 per hour
Maintenance Mechanic (HVAC) - 2 positions

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.

Distinguishing Features of the Class Maintenance Mechanic (HVAC) Role:

This is skilled maintenance work involving the responsibility for the operation, maintenance and repair of building heating, ventilating, air conditioning, and related systems.  Supervision is received from the Director of Educational Facilities.  Supervision may be exercised over subordinate cleaning and maintenance personnel.  The incumbent does related work as required.

 

Typical Work Activities and Maintenance Mechanic (HVAC) Expectations:

  • Develops appropriate operating, repair, maintenance and safety practices for heating, ventilating, air conditioning, and related equipment and systems;
  • Repairs and replaces electrical controls, thermostats, relays, pumps and related equipment;
  • Investigates and resolves complaints concerning heating and ventilating;
  • Makes emergency repairs to equipment and takes emergency action in connection with equipment failure to insure reinstatement of serviceability;
  • Installs and repairs electrical systems;
  • Installs and repairs plumbing and piping;
  • Makes recommendations in the purchase of equipment and supplies;
  • May review work done by contractors;
  • May perform work in other trades;
  • May be required to participate in snow and ice control activities;
  • May be required to operate a motor vehicle in connection with assignments;
  • Performs a variety of related duties as required.

Full Performance Knowledge, Skills, Abilities and Personal Characteristics and Key Qualities of Maintenance Mechanic (HVAC):

Thorough knowledge of the construction, operation, maintenance and safety procedures of heating, ventilating, air conditioning, and related equipment; good knowledge of practice, tools and materials used in the maintenance and repair of buildings;  ability to repair and maintain heating, air conditioning, and related equipment in a safe and efficient manner; ability to act quickly and efficiently in the event of a mechanical failure; ability to understand oral and written directions; mechanical aptitude; physical condition commensurate with the demands of the positions.

 

 

 

Per O&M contract
Maintenance Mechanic (Plumber) - 2 positions

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.

 

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.

 

 

 

Per O&M contract
Anticipated Elementary School Teacher

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.
Per SFT Contract
Anticipated Reading Teacher - All Grade Levels

 Reading Teacher Role

 This position reports to the building principal. The Reading Teacher will play a critical role in developing and providing specialized instruction to meet the unique needs of all students. The Reading Teacher will facilitate quality academic and enrichment activities for students in need of targeted comprehensive supports. The Reading Teacher will use the five pillars of reading to improve student literacy skills. This position requires a high degree of creativity, positivity and ability to respond to the needs of diverse learners.  The Reading Teacher will work to eliminate educational opportunity gaps for our historically marginalized students.

 Reading Teacher Expectations

  • Demonstrate the ability to analyze, reflect, and respond to instructional practice with an anti-racist focus;
  • Extensive knowledge of oral language and literacy development, literacy assessments and literacy instruction;
  • Knowledge of Data-Driven Instruction (formative, databases, progress monitoring);
  • Knowledge of Next Generation Learning Standards;
  • Knowledge of collaboration, co-teaching, flexibility, advocacy, providing PD, trouble-shooting;
  • Knowledge of goal setting (SMART), grouping strategies, timelines;
  • Knowledge of strengths based model of instruction;
  • Knowledge of developmentally appropriate teaching;
  • Knowledge of the next logical step (teaching points) to accelerate learning;
  • Knowledge of running records, writing assessments, phonemic awareness and phonics assessments;
  • Understanding of co-teaching methods;
  • Ability to interpret/analyze assessments – strengths and needs, action plan/instruction plan (balanced approach – fluency reads, book introductions, strategic instruction, word work, vocabulary instruction, comprehension strategies, writing about reading, talking/conversations) incorporating student interest and culture;
  • Knowledge of how to teach phonics instruction in an explicit and systematic manner;
  • Provides research-based specialized instruction to address the instructional goals and objectives contained for all students;
  • Assesses student progress and determines the need for additional reinforcement or adjustments to instructional techniques;
  • Employs various teaching techniques, methods and principles of learning;
  • Creates a positive learning experience that embraces student culture with emphasis in individualized instruction using appropriate sources.

Reading Teacher Key Qualities

  • Demonstrated ability to close the educational opportunity gap for historically marginalized students including Students with Disabilities, English Language Learners, Black, and Hispanic/Latinx and Students of Color;
  • Demonstrates a clear understanding of systemic barriers and is able to work with all stakeholders to eliminate barriers and ensure student success;  
  • Reflective practitioner;
  • Use culturally responsive materials and teaching practices to engage student interest;
  • Applies the critical thinking skills needed to adapt instructional practices to support student growth;
  • Ability to work collaboratively and created strong relationships with a variety of stakeholders including teachers, paras, social workers, principals, coordinators, coaches and community members for student success;
  • Has a proven record of student advocacy; 
  • Seeks opportunities to grow and improve and share learning with others.

 

Per SFT Contract
Anticipated Social Studies Teacher

Social Studies Teacher Role

This position will report to Building Principal. The Social Studies Teacher will plan, prepare, and teach well developed culturally responsive lessons which enthuse and inspire students, and promote an exciting rigorous learning environment. This position requires a high degree of energy, culturally responsiveness, and resilience.  This teaching position is part of a new and exciting initiative to provide inquiry based and culturally responsive instruction to our middle and high school program.  Students will be engaged in disciplinary literacy, civics and activism throughout the course.

Social Studies Teacher Expectations

  • Teach concepts of government, geography and history, economics, civic ideal and current events;
  • Foster debate, facilitate project-based learning and classroom presentations;
  • Use inquiry based practices to guide students to solve local and national questions; Major inquires include: social justice, cultural awareness, media, globalization and group relations;
  • Gets students excited about engaging social justice issues;
  • Plan lessons, assign grade and homework;
  • Use growth mindset practices in their classrooms;
  • Teach students how to use learning to resolve real-world problems;
  • Build trust, motivate and understand student needs;
  • Embrace and lift student strengths, voice and identity to create a learning environment that is highly engaging and relevant to students;
  • Robust working knowledge of how to teach literacy to those grade levels.

Social Studies Teacher Key Qualities

  • Models a growth mindset and a social justice spirit;
  • Acts as a facilitator and coach to support learning in the classroom;
  • Brings the real-world into the classroom and brings the classroom to the real-world;
  • Uses students lived experiences to guide instruction.

 

Per SFT Contract
Anticipated Secondary Spanish Teacher

Spanish 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 Spanish Teacher will inspire students to develop competencies, knowledge, and skills in aurally comprehending, speaking, reading and writing in Spanish.  The Spanish Teacher will coach students on how to interpret the culture of Spanish speaking countries. The Spanish Teacher will use the Spanish 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.  

Spanish 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.

Spanish 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.

 

Per SFT Contract
Anticipated Secondary Science Teacher

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.

 

Per SFT Contract
Anticipated Secondary Math Teacher

Math Teacher Role

The SCSD is seeking a math teacher that will get all students excited about Math. The Math Teacher is expected to assist students in understanding and applying Math to real-life situations. Math Teacher will ensure all students should be engaged in the lesson and persevering toward solving high level tasks in Math. The Math Teacher will have knowledge of urban schools and urban communities. This position requires a high degree of problem-solving, resilience and ingenuity.

Math Teacher Expectations

  • Knowledge of Next generation and Common Core Standards in Math, Regents exams and differentiated instructional strategies. Also experience with lesson planning and high leverage practices;
  • Effective in classroom management, parent communication, differentiated instruction;
  • Ability to use technology including GSuite and smartboard;
  • Able to engage students in the math curriculum toward mastery of the standards;
  • Ability to craft detailed lesson plans showing thoughtfulness into various activities to engage the students. These should result in increased student achievement.
  • Teach students how to use learning to resolve real-world problems.

Math Teacher Key Qualities

  • Be a collaborative team player with other math teachers (and also teachers / staff in other departments).
  • Work toward fulfilling the district goals of equity, literacy and graduation by supporting the math instruction of all students.
  • Models a growth mindset;
  • Establishes and maintains good relationships with colleagues, learners and parents;
  • Uses students lived experiences to guide instruction.
Per SFT Contract
Anticipated General Music Teacher

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.

 

Per SFT Contract
Anticipated Physical Education Teacher

Physical Education Teacher Role

This position reports to Building Principal and Assistant Director of Athletics. The Physical Education Teacher will develop an exercise philosophy that strives to engage all students. This position requires a high degree of enthusiasm, adaptability, attention to diversity and health disparities.

Physical Education Teacher Expectations

  • Help children develop physical abilities and healthy habits;
  • Organize games and challenges that promote physical activity;
  • 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 physical activity goals;
  • Creates a positive learning;
  • 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 health needs of students.

Physical Education Key Qualities

  • Ability to get all students excited about exercising and eating healthy;
  • Effective speaking and listing skills;
  • Relishes on using multiple communication methods that are tailored to and facilitate productive conversations with students;
  • Great Attendance, work well with colleagues and a dedicated team player who is reliable;
  • Applies the critical thinking skills needed to adapt instructional practices to support student physical growth;
  • Builds positive and collaborative working relationships with colleagues;
  • Practices patience with all students, families and colleagues;
  • Always seeking new ways to teach students healthy routines.

 

Per SFT Contract
Anticipated Health Teacher

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.

 

Per SFT Contract
Anticipated English Language Arts Teacher

English Teacher Role

This position will report to the Principal in a midsize urban school district located in the Capital region of Upstate New York. The English Teacher will support the developmental and academic needs of diverse learners at the secondary level and have a passion and tireless commitment to ensuring that all students learn.  The English Teacher will make reading, writing and speaking accessible and engaging for students and articulate to students the connections between reading, writing and speaking.  The English Teacher will plan culturally responsive lessons/units by utilizing data to inform their instruction and differentiate lessons to meet the diverse learning needs of all students. The English Teacher will maintain a rigorous classroom environment aligned with the CCLS and students lived experiences. This English Teacher will provide continuous feedback for student growth.  This position requires a high degree of flexibility, caring attitude and a culturally responsive equity-based mindset.  This teaching position is part of a new and exciting initiative to provide inquiry based and culturally responsive instruction to our middle school program.  Students will be engaged in disciplinary literacy, civics and activism throughout the course.

 English Teacher Expectations

  • Teach reading, writing, viewing, listening, and speaking;
  • Transfer mastery of content to students by leveraging their background knowledge and experiences;
  • Implement a variety of teacher strategies to facilitate learning amongst diverse learners and social justice topics;
  • Plan lessons, assign grade and homework;
  • Use growth mindset practices in their classrooms;
  • Teach students how to use learning to resolve real-world problems;
  • Build trust, motivate and understand student needs;
  • Embrace and lift student strengths, voice and identity to create a learning environment that is highly engaging and relevant to students;
  • Uses student engagement as a core component of classroom management system.

English Teacher Key Qualities

  • Demonstrates an imagination that is contagious; 
  • Teaching approaches are driven by innovation and equity;
  • Facilitates classroom interactions that foster intellectual, cultural and social emotional learning;
  • Independent thinker that thrives in interdependent environments.

 

Per SFT Contract
Anticipated School Counselors

School Counselor Role

 School counselors are advocates who provide support to maximize student potential and academic achievement while serving the needs of a diverse student population. In collaboration with all educators, families and the community, school counselors create a support system through individual and small-group counseling, responsive services and leadership. As a result of the school counselor, students will acquire skills and knowledge for college and career readiness and become civically minded members of society. 

The successful candidate possesses:

  • Knowledge of Common Core Learning Standards and College and Career Readiness skills;
  • Ability to work collaboratively with staff members, and administrators;
  • Ability to build strong relationships with students, staff, parents and the community;
  • Excellent organizational, verbal, and written communication skills;
  • Strong foundation in the principles of anti-racism, trauma-sensitivity, and culturally-responsive education.
  • Takes a strengths-based, advocacy approach to working with students and families;
  • Strives to grow and learn in a team-oriented, collaborative environment. 
  • NYS School Counselor Certification

Job responsibilities include but are not limited to:

  • Developing/implementing a comprehensive school counseling program in collaboration with other school counselors.
  • Working with students individually and in groups. 
  • Participation in the CSE process as appropriate;
  • Assisting students with personal goal setting, action planning, and progress-monitoring
  • Providing support in pathways for college and/or career readiness, and long-term post-secondary planning.
  • Providing responsive services to include individual and small group counseling, and comprehensive Tier 1 programs and interventions.
  • Consultation and collaboration with teachers, staff and parents/guardians; referrals to and consultation with outside service providers and community resources.
  • Serving as a member of the School Based Support Team, Committee on Special Education, 504 Committee, Cohort Team, and other groups as appropriate.
  • Providing classroom guidance instruction to students in several areas to include college and career readiness, study and organizational skills, self-awareness and identity development, and social/emotional learning.
  • Assisting administrators with mediating student conflicts and partnering with parents and other stakeholders to identify barriers to learning, and design personalized interventions. 
Per SFT Contract
Anticipated School Social Worker

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.
Per SFT Contract
Anticipated Speech Language Pathologist/Therapist

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.
Per SFT Contract
Anticipated Special Education Teachers

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.
Per SFT Contract
Anticipated Secondary Librarian Positions

We are looking for a library media specialist who understands the needs of students at the secondary level (developmental and academic) and has a passionate and tireless commitment to ensuring that all students learn. 

We are looking for someone who understands that:

  • Today’s school libraries serve as the hub of the school therefore ability to develop, maintain, and sustain relationships and partnerships with colleagues and the community are essential.
  • This position will be an essential part of the school community and will develop a strong library program for all students and staff in the building.
  • Librarians serve as tech support in our buildings and are seen as innovators in the implementation of technology in our schools.
  • Librarians must maintain the library for effective distribution/circulation of materials, coordination of services, and effective instruction for building staff and students.
  • Knowledge of how the library supports/maintains growth in student achievement and tireless commitment to that effort.
  • Knowledge of differentiating for a variety of learning needs (both adult learners and child learners).
  • In depth knowledge of the learning standards, especially in the area of complex texts and close reading.
  • Librarians teach essential skills such as: Microsoft office programs, database research, internet research skills, source evaluation tools, library catalog search and resource retrieval, keyboarding, reading skills, literature/non-fiction appreciation.
  • Facilitate student (and adult) access to information-rich resources for research
  • Encourage students to explore the world around them through print and online resources
  • Serve as teacher resource through collaboration on Next Generation aligned curriculum.
  • Knowledge of enrichment education research using the learning standards (Technology & Innovation in Education)

The candidate should be:

  • Intelligent
  • Hard-working
  • Lifelong learner
  • Friendly and open-minded
  • Enthusiastic and passionate
  • Unwilling to give up on students
Per SFT Contract
Security Monitor

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.

$20.00/per hour
Maintenance Mechanic (HVAC) - Refrigeration Tech.

Distinguishing Features of the Class Maintenance Mechanic (HVAC) Role:

This is skilled maintenance work involving the responsibility for the operation, maintenance and repair of building heating, ventilating, air conditioning, and related systems.  Supervision is received from the Director of Educational Facilities.  Supervision may be exercised over subordinate cleaning and maintenance personnel.  The incumbent does related work as required.

 

Typical Work Activities and Maintenance Mechanic (HVAC) Expectations:

  • Develops appropriate operating, repair, maintenance and safety practices for heating, ventilating, air conditioning, and related equipment and systems;
  • Repairs and replaces electrical controls, thermostats, relays, pumps and related equipment;
  • Investigates and resolves complaints concerning heating and ventilating;
  • Makes emergency repairs to equipment and takes emergency action in connection with equipment failure to insure reinstatement of serviceability;
  • Installs and repairs electrical systems;
  • Installs and repairs plumbing and piping;
  • Makes recommendations in the purchase of equipment and supplies;
  • May review work done by contractors;
  • May perform work in other trades;
  • May be required to participate in snow and ice control activities;
  • May be required to operate a motor vehicle in connection with assignments;
  • Performs a variety of related duties as required.

Full Performance Knowledge, Skills, Abilities and Personal Characteristics and Key Qualities of Maintenance Mechanic (HVAC):

Thorough knowledge of the construction, operation, maintenance and safety procedures of heating, ventilating, air conditioning, and related equipment; good knowledge of practice, tools and materials used in the maintenance and repair of buildings;  ability to repair and maintain heating, air conditioning, and related equipment in a safe and efficient manner; ability to act quickly and efficiently in the event of a mechanical failure; ability to understand oral and written directions; mechanical aptitude; physical condition commensurate with the demands of the positions.

 

 

 

Per O&M contract
Assistant Principals (multiple positions available)

Assistant Principal (multiple secondary and elementary positions anticipated)

 This position reports to principal of a midsize urban school district located in the Capital region of Upstate New York. The Assistant Principal is expected to execute practices that incorporate research based strategies and methodologies that will lead to improvements in the areas of teaching and learning, equity, engagement and efficiency. The Assistant Principal will supervise and evaluate staff and programs.  The Assistant Principal is tasked with supporting staff in implementing the common core, behavioral standards, as well as, instructional practices and assessments using a culturally responsive lens. The Assistant Principal fosters positive relationships between home, school and the community. This position requires a high degree of trust, professionalism and sound judgment.

Assistant Principal Expectations

  • Manage building operations at the direction of the principal;
  • Use of data-driven instruction and decision-making;
  • Maintain a safe and orderly learning environment;
  • Supervise teachers and staff;
  • Evaluate teachers following district APPR guidelines;
  • Address student discipline issues as needed and follow through discipline referrals with teachers, parents and students;
  • Create and monitor student behavior plans;
  • Prepare and attends Superintendent Hearings;
  • General student supervision including arrival and dismissal, lunch room and after school events;
  • Attend parent conferences and team meetings;
  • Assist Principal with various projects and duties as assigned;
  • Serve on district and building committees as assigned.

Assistant Principal Key Qualities

  • Proven ability to motivate staff and students to achieve excellence;
  • Team development and leadership skills;
  • Ability to work collaboratively with staff members, and administrators;
  • Ability to build strong relationships with students, staff, parents and the community;
  • Excellent organizational, verbal, and written communication skills.
Per SAA contract - commensurate with experience
CTE Teacher: Information Technology

Technology/FACS/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.

Technology/FACS/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.

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.

 

Per SFT Contract
CTE Teacher: Engineering and Design

Technology/FACS/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.

Technology/FACS/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.

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.

 

Per SFT Contract
CTE Teacher: Health and Wellness

Technology/FACS/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.

Technology/FACS/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.

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.

 

Per SFT Contract
CTE Teacher: Arts and Entertainment

Technology/FACS/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.

Technology/FACS/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.

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.

 

Per SFT Contract
Maintenance Mechanic (Plumber)

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.

 

 

 

Per O&M contract
Dance Teacher

The Schenectady City School District has an anticipated opening for the 2022-23 school year and is now accepting applications for a full-time probationary Dance Teacher. 

Please apply through RecruitFront by sending your letter of interest, resume, NYS certification (must have applicable certification at time of application) and all supporting materials.  This will be an on-going recruiting process until filled. 

Per SFT Contract
Anticipated Elementary Librarian Positions

We are looking for library media specialists who understand the needs of students at the elementary level, both developmentally and academically. We want passionate educators who share a tireless commitment to ensuring that all students learn.   

We are looking for someone who understands the following:

  • Today’s school libraries serve as the hub of the school; therefore, the ability to develop, maintain, and sustain relationships and partnerships with colleagues and the community is essential.
  • Librarians serve as tech support in our buildings and are seen as innovators in the implementation of technology in our schools.
  • Librarians must maintain the library for effective distribution/circulation of materials, coordination of services, and effective instruction for both staff and students.
  • The library supports/maintains growth in student achievement and the librarian demonstrates commitment to that effort.
  • Knowledge of differentiating for a variety of learning needs is essential.
  • In depth knowledge of the CCLS, especially in the area of complex texts and close reading, is critical.
  • Librarians teach key skills such as: Microsoft office programs, database research, internet research skills, source evaluation tools, library catalog search and resource retrieval, keyboarding, reading skills, literature/non-fiction appreciation.
  • Librarians facilitate student (and adult) access to information-rich resources for research.
  • Librarians encourage students to explore the world around them through print and online resources.
  • Librarians serve as teacher resource through collaboration on standards aligned curriculum.
  • Knowledge of enrichment education research using the CCLS (TIE) is essential.

The candidate should be:

  • Intelligent
  • Hard-working
  • A Lifelong learner
  • Friendly and open-minded
  • Enthusiastic and passionate
  • Unwilling to give up on students

The district is committed to building a strong library program at the elementary level. We want every school to have a certified Library Media Specialist to fill this important role. 

Per SFT Contract
Registered Professional Nurse

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
STEM/Library Media Specialist Teacher(K-5)

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.

 

 

 

 

 

Per SFT Contract
CTE Teacher: Agriculture

CTE Teacher Role

This position reports to the building principal. The teacher is expected to develop in each student an understanding of the CTE Content Area 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.

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 the world of work;

  • Provide knowledge about trends and innovation in their field.

CTE Teacher Qualities

  • Ability to build relationships with students;

  • Ability to engage students in real-world problem and/or project based experiences;

  • Ability to get students excited about careers in their field.

 

Per SFT Contract
CTE Teacher: Health Science Teacher

CTE Teacher Role

This position reports to the building principal. The teacher is expected to develop in each student an understanding of the CTE Content Area 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.

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 the world of work;

  • Provide knowledge about trends and innovation in their field.

CTE Teacher Qualities

  • Ability to build relationships with students;

  • Ability to engage students in real-world problem and/or project based experiences;

  • Ability to get students excited about careers in their field.

 

Per SFT Contract
CTE Teacher: Business and Marketing Teacher

CTE Teacher Role

This position reports to the building principal. The teacher is expected to develop in each student an understanding of the CTE Content Area 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.

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 the world of work;

  • Provide knowledge about trends and innovation in their field.

CTE Teacher Qualities

  • Ability to build relationships with students;

  • Ability to engage students in real-world problem and/or project based experiences;

  • Ability to get students excited about careers in their field.

 

Per SFT Contract
CTE Teacher: Trades and Technical Teacher

CTE Teacher Role

This position reports to the building principal. The teacher is expected to develop in each student an understanding of the CTE Content Area 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.

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 the world of work;

  • Provide knowledge about trends and innovation in their field.

CTE Teacher Qualities

  • Ability to build relationships with students;

  • Ability to engage students in real-world problem and/or project based experiences;

  • Ability to get students excited about careers in their field.

 

Per SFT Contract
CTE Teacher: Technology Education Teacher

CTE Teacher Role

This position reports to the building principal. The teacher is expected to develop in each student an understanding of the CTE Content Area 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.

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 the world of work;

  • Provide knowledge about trends and innovation in their field.

CTE Teacher Qualities

  • Ability to build relationships with students;

  • Ability to engage students in real-world problem and/or project based experiences;

  • Ability to get students excited about careers in their field.

 

Per SFT Contract
CTE Teacher: Family and Consumer Sciences Teacher

CTE Teacher Role

This position reports to the building principal. The teacher is expected to develop in each student an understanding of the CTE Content Area 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.

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 the world of work;

  • Provide knowledge about trends and innovation in their field.

CTE Teacher Qualities

  • Ability to build relationships with students;

  • Ability to engage students in real-world problem and/or project based experiences;

  • Ability to get students excited about careers in their field.

 

Per SFT Contract
Paraprofessional

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.

 

 

Starting at $15/hour
Lunch Monitor

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.

 

$15.00/hour
Elementary School Counselor

Elementary School Counselor: Elementary School Counselors are certified/licensed educators with the minimum of a Master’s Degree in School Counseling and are distinctly qualified to address the developmental needs of all students through a K-12 Comprehensive School Counseling Program. They guide the work of an equitable education for all students, which requires them to be an advocate, facilitate and/or reinforce systems that ensure that every child has the support they need to achieve academic success. This requires understanding the unique challenges and barriers faced by individual students or by populations of students. This position will provide intensive, culturally responsive student support with a high degree of creativity and problem-solving capabilities.

Elementary School Counselor Expectations: The Elementary school counselor role is, at its core, both proactive & preventive, as well as responsive. It centers around the design and implementation of a guidance curriculum which includes three domains of school counseling. - Personal/Social - teaching students how to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.

Career Awareness Exploration - setting the stage for self- awareness by fostering curiosity and excitement for the world of work by engaging them in fun activities that invite discovery and exploration around different careers.

Academic - utilizing data to aid in the development of 21st century skills as well as collaborating and planning with school teams around identifying possible interventions for students, working to establish student opportunities for academic remediation as needed, closing the achievement and opportunity gaps.

Other Roles and Responsibilities include:

Data Analysis - Analyzing student data related to academics, behavior and attendance to make strategic decisions around increasing student success.

Access & Equity - Establishing methods to identify and target systemic barriers that deter from equitable educational access; working to provide students with the opportunity for academic challenge resulting in improved student achievement, attendance and behavior.

Collaboration - Maintaining a strong home, school and community connection by consistently communicating and partnering with families; teachers and administrators.

Community Referral - Assist students and families in accessing community support & services in order to reduce barriers to academic success.

Classroom Intervention - Utilizing school counseling curriculum to push into elementary classrooms to support personal/social growth; academic success and career awareness. This may include the development of an Intervention Plan through active participation in team meetings as well as in the School Based Support Team.

Individual counseling - Meet with students on an individual basis in order to address academic, attendance or behavioral needs. In addition, guide them in understanding and accepting themselves, cope with family changes and/or family crises, and develop decision making skills, conflict resolution skills, anger management techniques, as well as, problem solving strategies.

Small group counseling - Meeting with students in a small group setting in order to addre

Per SFT Contract
School Counselor - Adult Ed

School Counselor Role

 School counselors are advocates who provide support to maximize student potential and academic achievement while serving the needs of a diverse student population. In collaboration with all educators, families and the community, school counselors create a support system through individual and small-group counseling, responsive services and leadership. As a result of the school counselor, students will acquire skills and knowledge for college and career readiness and become civically minded members of society. 

The successful candidate possesses:

  • Knowledge of Common Core Learning Standards and College and Career Readiness skills;
  • Ability to work collaboratively with staff members, and administrators;
  • Ability to build strong relationships with students, staff, parents and the community;
  • Excellent organizational, verbal, and written communication skills;
  • Strong foundation in the principles of anti-racism, trauma-sensitivity, and culturally-responsive education.
  • Takes a strengths-based, advocacy approach to working with students and families;
  • Strives to grow and learn in a team-oriented, collaborative environment. 
  • NYS School Counselor Certification - Preferred

Job responsibilities include but are not limited to:

  • Developing/implementing a comprehensive school counseling program in collaboration with other school counselors.
  • Working with students individually and in groups. 
  • Participation in the CSE process as appropriate;
  • Assisting students with personal goal setting, action planning, and progress-monitoring
  • Providing support in pathways for college and/or career readiness, and long-term post-secondary planning.
  • Providing responsive services to include individual and small group counseling, and comprehensive Tier 1 programs and interventions.
  • Consultation and collaboration with teachers, staff and parents/guardians; referrals to and consultation with outside service providers and community resources.
  • Serving as a member of the School Based Support Team, Committee on Special Education, 504 Committee, Cohort Team, and other groups as appropriate.
  • Providing classroom guidance instruction to students in several areas to include college and career readiness, study and organizational skills, self-awareness and identity development, and social/emotional learning.
  • Assisting administrators with mediating student conflicts and partnering with parents and other stakeholders to identify barriers to learning, and design personalized interventions. 
Per SAEA Contract
English as a Second Language Teacher (ESL) - Adult Ed

English as a Second Language (ESL) Teacher Role - Adult Ed

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

ESL 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.

ESL 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.
Per SAEA Contract
Elementary Building Substitute Teachers

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.
Per SFT Contract
Anticipated Elementary Band Teacher

The Elementary Band Teacher will be responsible for planning, organizing, and instructing fourth and fifth grade students in small group lessons and band class to prepare for concerts through culturally responsive practices.

Responsible to: Building Principal and Assistant Director of Fine Arts

Payment Rate: According to Certified Teacher Salary Schedule

Employment Term: 10 Month

SPECIAL QUALIFICATIONS: The Elementary Band Teacher must have:

  • Must be New York State certified in Music (k-12).
  • Demonstrate knowledge of music pedagogy and NYSED Music Standards.
  • Articulate strategies for effective classroom management.
  • Demonstrate knowledge of data driven instruction.
  • Excellent written and oral communication skills, organizational skills, and demonstrate leadership and interpersonal communication skills with all district stakeholders.
  • A strong collaborative, team-oriented, and flexible approach to partnered work.

The candidate should also possess:

  • Curiosity to understand the lives of students and align with lesson planning and classroom instructional practices.
  • Desire to inspire students to be creators and discover their musical talents.
  • Knowledge and facility in the use of multiple pedagogical techniques for addressing the needs of various learners including Special Education Students and ELLs.
  • Proven ability to create units of study to foster differentiation, critical thinking, collaboration, and problem solving.

JOB RESPONSIBILITIES AND ROLES:

The Elementary Band Teacher may be responsible for, but not limited to, the following duties:

  • Select programming for all performances
  • Conduct rehearsals
  • Instruct small group lessons
  • Create lesson schedule
  • Manage inventory
  • Performing other duties as assigned.

INTENDED OUTCOMES AND SUCCESS MEASURES:

  • Student understanding of music through performance and how it relates to their identity, culture, and community.
  • Cultivation and use of growth mindset.
  • Student development of music literacy and music appreciation.

 

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.