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Elementary Respite General Education Teacher

Employer
Schenectady City School District
Location
Schenectady, NY, US
Salary
Competitive
Elementary Respite General Education Teacher

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.

Elementary Respite General Education Teacher Role Overview

Our Respite Classrooms are exciting, innovative programs under our General Education Continuum. The Respite Classrooms are a temporary intervention program for students who are struggling to be successful in the large general education classroom environment and require some time to develop skills with additional support. The goal of the Respite Program is to reintegrate students quickly back into their general education classes with plans and support to promote success and independence.

We are in search of a Common Branch Teacher with a strong ability to establish relationships with students and partnerships with parents to create a program for at-risk students who have social emotional learning needs, executive function deficits, some academic needs and require an environment where they can begin to develop skills and strategies required to resolve conflicts and gain academic success. This teacher co-teaches with a special education teacher and works as part of a collaborative team of stakeholders to ensure student success while in the Respite Classroom and upon return to their home school classroom.

Elementary Respite General Education Teacher Expectations

Has demonstrated success with students who have experienced deficits in areas of academics, social-emotional and/or behavior;

Works to positively impact instruction in all content areas by collaborating with special education teacher to demonstrate high-quality co- planning for instruction, engaging co-teaching and on-going assessment within the general education classroom setting;

Demonstrates a clear understanding that ALL students can learn and through strategic efforts to support student-based learning can remain on track for success on meeting grade level standards;

Strong knowledge base of Common Core/Next Generation Learning Standards and how to plan for instruction to ensure students meet those standards in all content areas;

Maintains continuous communication with students' homeschool teachers to maintain congruency with instruction and to plan for successful re-entry;

Actively works to build positive relationships with each student and to engage students in the learning process which leads to an academic success identity;

Has a demonstrated ability to navigate assessments, data, and School Based Support Team (SBST);

Understanding of the district's literacy assessments, District Literacy Plans and literacy instruction;

Analyzes, reflects, and responds about instructional practice and seeks opportunities to grow and improve;

Understanding of Social Emotional Learning Standards and ability to team with program Social Worker and Special Education Teacher to support instruction;

Implements a positive classroom management plan with consistency.

Elementary Respite General Education Teacher Key Qualities
  • Demonstrated ability to close the achievement gap with vulnerable subgroups including Students with Disabilities, English Language Learners, Black, and Hispanic/Latino;
  • An understanding of Trauma Sensitive and Restorative Practices;
  • Ability to work collaboratively with a variety of stakeholders including families, teachers, paras, social workers, principals, coordinators, coaches and community members for student success;
  • Instructional practices that reflect an explicit understanding of being culturally responsive;
  • Ability to utilize an array of appropriate instructional strategies/methods to meet students' varying needs, diverse cultures and interests;
    • Special knowledge and a strong repertoire of strategies for/about research-based instruction (especially in the area of reading, writing, and math).

Minimum Qualifications
  • NYS Certification Common Branch 1-6

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.

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