Distinguishing Features of the Class and Information Processing Specialist II Role

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

 

Typical Work Activities and Information Processing Specialist II Expectations

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

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

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

 

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

 

 

This position exists in the Schenectady City School District and involves the responsibility for program planning, administration, and supervision for the 21st Century Community Learning Center Grant Program. Responsibilities include: Working closely with Child Guidance staff, administrators, and faculty located in the proposed school sites in the District, coordinates the grant activities and staff with the goal of overcoming the chronic and pervasive effects of poverty and low achievement through coordination of strategies that will close achievement gaps and engage students and families in developing 21st century competencies to be prepared and empowered in post-secondary education and careers. Supervision is received from the school principal with leeway given for carrying out the details of the work. Does related work as required.

TYPICAL WORK ACTIVITIES: 

• Plans, implements, and evaluates an integrated afterschool program offering a menu of needs-driven, high-quality

programs and services, Expanded Learning Opportunities (ELO’s)in adherence with the objectives of the grant

including, but not limited to: Targeted tutoring in reading and math based on student specific data;

• Academic enrichment aligned to the CCSS;

• Clinical social workers providing individual and group counseling and support to students and their

parents/guardians;

• Youth development programs provided by the BGCS;

• Video production, music and the arts, recreation, nutrition, health and fitness;

• Technology integrated projects using iPads;

• Enriching field trips and experiences;

• Parent engagement activities and parent education including reinforcing literacy foundations in the home;

• Enrichment featuring college and career linkages; 

 

Location/Program Support:

• Aligns and integrates all extended day and support programming supporting each proposed site;

• Assists the Principal, faculty, and other school stakeholders in promoting the Expanded Learning Opportunities
• (ELO’s), helping with social marketing and organizing college, career, and enrichment field trips;
• Assists the Principal in developing firm connections with early childhood education providers, and improving
• transition supports needed for students entering kindergarten and children moving on to middle school;
• Attends program conferences;

Communications/Customer Service: 

• Configures and evaluates collaboration among several systems (i.e. Building administration, District Child Guidance clinicians, faculty, and Boys & Girls Club Program staff) to ensure a smooth transition from one ELO activity to activity in each program site in close collaboration with the Principal; 
• Configures and evaluates communication among CCLC teachers and classroom or subject area faculty within the school building with the goal of understanding students’ individual needs through use of data;

• Convenes and serves on the site-based community school leadership team, co-led by the principal, to identify needs, set priorities and coordinate strategy;
• Assists the principal in developing firm connections with school stakeholders;
• Attends program conferences;
• Represents the community school in various public forums as needed and participates in advocacy activities to promote the initiative;
• Conducts outreach to community partners and expands and coordinates services as directed by the school principal;
• Organizes special events including those celebrating the successes of the 21^st Century Community Learning Center program;
• Coordinates with the Communications Officers for press releases and event publicity;
• Supervises the CCLC after school teachers and CCLC summer program teachers and assists this person in evaluating and continuously improving conventional parent involvement programs and innovative collective parent empowerment and family support programs;
• Supervises the program support;

Record-keeping/Database Management: 

• Organizes and assures that CCLC teachers take attendance for each program activity they provide in the District’s Pentamation system;
• Assures that CCLC teachers document enrichment activity lessons and outcomes;
• Maintains overall record-keeping system;
• Assists the Principal and teachers and other school stakeholders in promoting the strategies designed to engage students and families in developing the 21^st century competencies;
• Assists school principal in managing the program budget and purchasing;
• Collects data and outcome reporting from partners, school building and district personnel for NYSED reporting with special attention to community data and its uses in school and classroom improvement planning;
• Develops evaluation-driven and continuous quality improvement data protocols for connecting out-of-school time learning and student engagement strategies to classrooms, with teachers as co-designers;
• Develops evaluation-driven and continuous quality improvement service protocols for students, parents, teachers, community partners and all program stakeholders;

 Documents Preparation: 

• Prepares public presentations on the 21^st Century Community Learning Center Program for various audiences;
• Prepares draft grant-related accountability and financial reports for NYSED for review by the school principal and the district Director of Planning and Accountability;
• Prepares quarterly performance and accountability reports including student data measures and partner data for the school principal;

• Does related work as required in all categories.

FULL PERFORMANCE KNOWLEDGE, SKILLS, ABILITIES AND PERSONAL CHARACTERISTICS: Good knowledge of the purposes, principles, terminology and practices employed in program planning; good knowledge of educational programs; good knowledge of public information and public relations techniques; ability to adapt to various socio-economic groups and communicate clearly and effectively both verbally and in writing; ability to establish and maintain effective relationships with others; ability to work flexible hours including evenings; cultural sensitivity; organizational skill; skill with public speaking; tact; courtesy.

 

SALARY:  Minimum Salary –$60,000/year Commensurate w/ exp

LOCATION: Central Office

 

Restorative Practices Specialist

 DISTINGUISHING FEATURES OF THE CLASS:  This position exists in the Schenectady City School District and involves the responsibility of working with school building staff to embed and build capacity in the use of Restorative Practices. The candidate will work to ensure staff beliefs, assumptions, values, and ways of interacting to support an environment that will have a positive effect on social and psychological experiences of all students from all backgrounds (i.e. race, ethnicity, SES, gender, sexual orientation, religion, etc.) with an increase in student engagement. The incumbent will provide embedded coaching and professional development to staff on the implementation of Trauma Informed strategies, to include Restorative Practices. This position requires a high degree of cultural awareness, understanding of culturally responsive education and collaboration.

The Direct supervision is received from the Assistant Director of Pupil Personnel Services with wide leeway given for carrying out the details of the work.  The incumbent does related work as required.

TYPICAL WORK ACTIVITIES:

• Develop a strong understanding about how things like implicit biases, systemic racism, adverse childhood experiences, and inequity contribute to negative student outcomes. Works with the school team to engage in planning and executing an action plan to improve these outcomes;
• Maintains alignment between all positive behavior support systems;
• Leveraging of mental health programming (i.e. counseling, school psychologist, social workers, etc.);
• Supports culturally responsive practices to include the implementation of restorative circles;
•  Engages in mediations involving students, staff and community members to reduce incidents leading to school discipline systems;
• Facilitates professional development for staff and community aimed at decreasing disproportionality;
•  Provides ongoing disaggregated data analysis and action planning with staff and administrative team;
• Conducts classroom visits, ongoing feedback and coaching on best practice;
• Ensures alignment to the practices identified in the Code of Conduct.
• Other duties as assigned by the Superintendent and/or Assistant Superintendent of Student Support Services.

FULL PERFORMANCE KNOWLEDGE, SKILLS, ABILITIES AND PERSONAL CHARACTERISTICS:  Good knowledge of school district programs;  Good knowledge of methods and procedures used in record maintenance;  Good organizational skills; Excellent interpersonal skills; Ability to communicate effectively both orally and in writing;  Ability to enlist the cooperation of others to meet a defined goal;  Ability to understand and carry out complex oral and written instructions; Ability to work with youth in an urban setting; knowledge and skills in Restorative Practices; Ability to develop quality relationships with parents, students, administration and the school board; Ability to assist the schools in effective communication with parents; Ability to organize meetings; Ability to organize members of the community to develop grassroots concerns and communicate them effectively; Ability to advocate for parents; Ability to seek information to assist families; Compassion and respect for others; Cultural sensitivity to various populations within the school district; Tact, courtesy and resourcefulness in dealing with people; Ability to work evenings and attend evening meetings.

DISTINGUISHING FEATURES OF THE CLASS:   The work involves the performance of a wide variety of duties related to substance abuse prevention and treatment provided to students in a school district.  Primary emphasis is on providing counseling and guidance to students and their families.  Other duties include the dissemination of information on programs and services provided by the agency, follow-up on former student cases and the preparation of records and reports.  The purpose of the work is to coordinate services being provided to students with substance abuse problems to facilitate their transition to employment.  The work is performed under the general supervision of a professional staff member in accordance with established policies and procedures.  The incumbent does related work as required.

 

TYPICAL WORK ACTIVITIES:

• Maintains records of interviews and meetings with students and their families;
• Keeps abreast of new developments, programs and techniques in addictive abuse prevention and rehabilitation
• Works with addictive substance abusers to gain their confidence
• May disseminate information concerning programs and services to public and private agencies and to the general public through speaking engagements, media releases and educational programs
• Develops treatment plans for assigned students and maintains case progress notes in accordance with State guidelines
• Makes the community aware of the services available
• May prepare monthly student status and demographic reports
• Performs counseling function using an in-depth knowledge of alcoholism and drug addiction with students having special, social, adjust mental, addictive or personal problems in order to provide appropriate counseling relative to the student’s stage of recovery
• Performs case management functions as well as managing an assigned caseload of specific hard to serve  students using knowledge of long term recovery process so as to have the educational program enhance, or at least not jeopardize, the recovery
• Develops needed community resources and maintains working relationships with these groups and programs for hard to serve students
• May act as case coordinator with other community service agencies such as social services, alcohol rehabilitation organizations, mental health, private hospitals, educational  institutions, etc. to provide more integrated services to students
• May perform specialized follow-up visits and studies to assist in evaluating program         effectiveness
• May carry out special projects through research study and development in areas such as case management, integrated service planning and delivery for hard to serve students, etc.
• May supervise the administration of standardized testing instruments and procedures used in the evaluation of hard to serve students
• Performs a variety of related duties as required

 

FULL PERFORMANCE KNOWLEDGE, SKILLS, ABILITIES AND PERSONAL CHARACTERISTICS:   Good knowledge of the problems of those addicted to or dependent on addictive substances; Good knowledge of the symptoms and physical signs of addictive substance use; Good knowledge of group and individual counseling; Working knowledge of services provided in a school district; Working knowledge of the public and private agencies available to provide assistance to the addicted; Ability to relate to and be accepted by addictive substance abusers; Ability to evaluate student interests and aptitudes; Ability to work with students in a variety of counseling and educational guidance situations; Ability to work in a team approach as part of an educational support team when primary goals are educational success; Ability to follow oral and written directions; Ability to maintain records.