Job Opportunities

Albany Leadership Openings

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

Position TitleJob NumberJob DescriptionPay Scale
High School ELA Teacher

Position: High School English Language Arts Teacher

               Work Year: 10-month employee 

               Reports To: High School Principal

 

MISSION

 

The mission of Albany Leadership Charter School for Girls is to prepare young women to graduate from high school with the academic and leadership skills necessary to succeed in college and the career of their choosing.

Values

 

College Readiness

 

Leadership

 

Empowerment

 

Accountability

 

Resolve and Resiliency

Vision

Albany Leadership Charter School for Girls will be a recognized leader in single-sex secondary education for young women. It will foster a community of scholars dedicated to life-long learning and committed to improving their communities through their pursuit of post-secondary endeavors.  

Commitment to Excellence

ALCS is a family with the highest of expectations for our daughters, particularly in regards to academic achievement. Our goal is to position our girls so that their senior year can be focused on successfully transitioning to their post-secondary pursuits. If we set the standard, our daughters will rise to the challenge. We emphasize the importance of leadership through scholarship and service. “One leader changes everything” is not just a slogan students hear; it is a belief they are taught to manifest.

 

All Girls

There are three major advantages for girls who are educated in a single gender school, include: expanded educational opportunity, custom-tailored learning and instruction, and greater autonomy of thought and expression. Single gender schools help to foster an environment where their students think for themselves and take control of their own lives. By eliminating false gender stereotypes, all female schools can liberate and empower their girls to explore various subjects and pursue excellence in all disciplines. It is for these reasons that ALCS believes that the opportunity to experience a single-gender education, should be one that is offered freely to any and all girls who would choose it.

SUMMARY: The high school ELA teacher will work to develop students’ academic and interpersonal skills through the English Language Arts course of study. The course of study will be implemented in accordance with the school approved curriculum. The teacher will document teaching and student progress/activities/outcomes; address specific educational needs of students; provide a safe and optimal learning environment; and provide feedback to students, parents and administration regarding student progress, expectations and goals. In addition, the teacher will support the Advancement via Individual Determination (AVID) school wide initiatives as well as the Collaborative for Academic, Social, and Emotional Learning (CASEL) competencies within their teaching.   

ESSENTIAL DUTIES, SKILLS, AND RESPONSIBILITIES: The following statements of duties and responsibilities are intended to describe the general nature and level of work being performed by individuals assigned to this position. 

  • Provide a variety of classroom techniques and methods. 

    • Promote high levels of achievement in relation to individual student abilities. 

    • Use techniques and methodologies appropriate to student abilities. 

    • Utilize current and relevant subject matter. 

 

  • Demonstrate knowledge of and abilities to use research-based principles of effective instruction. 

  • Organize instruction using learning objectives with clearly defined student outcomes. 

  • Employ teaching strategies congruent with planned student outcomes. 

  • Select teaching strategies emphasizing student involvement. 

  • Monitor student learning and pace instruction accordingly.

  • Develop and maintain an environment conducive to effective student learning. 

  • Develop written rules of classroom behavior and communicate those rules to all students. 

  • Enforce written rules for classroom behavior as well as school developed behavioral taxonomy. 

  • Communicate course goals and academic expectations to students. 

  • Provide for the health and safety of students in all instructional settings. 

  • Prepare effectively for class. 

  • Prepare daily lesson plans. 

  • Provide instruction predicated on course goals objectives, aligned with New York State adopted standards. 

  • Communicate appropriate grading standards to students. 

  • Assure that grading standards are explained and available to parents. 

  •  Develop and maintain positive interpersonal relationships. 

  • Model personal behaviors of honesty, fairness, courtesy, consideration, respect, and cultural awareness and responsibility. 

  • Maintain a cooperative relationship with administration, staff, students and parents. 

  • Share appropriate information with parents and with other staff members.

  • Provide documentation of students’ progress. 

  • Provide timely and accurate feedback/documentation to students, parents, and appropriate staff members. 

  • Assign and check homework and provide feedback to students. 

  • Maintain appropriate records of student performance. 

  •  Build motivation and interest in learning. 

  • Exhibit personal interest and encourage student interest in the subject area.

  • Maintain a current awareness of literature/activities in the subject area. 

  • Maintain an ongoing personal program of professional growth and development.

  • Develop and implement annually an approved plan for professional growth and development. 

  • Identify and request to attend professional workshop activities intended to increase the teacher’s instructional effectiveness. 

  • Participate in school-sponsored in-service offerings appropriate to assignment. 

 

To perform this job successfully, the teacher must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skills, and dispositions required. Reasonable accommodations may be made to enable individuals with less than required attributes or with disabilities to perform the essential functions to expectations. 

  • Work effectively with and respond to people from diverse cultures or backgrounds.

  • Demonstrate professionalism and appropriate judgment in behavior, speech and dress in a neat, clean and appropriate professional manner for the assignment and work setting. 

  • Have regular and punctual attendance. 

 

EDUCATION AND TRAINING: 

  • BA/BS or higher degree (required) with a major in one or more of the following areas: English Language Arts, English, Literacy, Curriculum, Elementary Education, Secondary Education preferred

  • Master’s Degree preferred

  • NYS Teaching Certification preferred

 

 

 

 

 

Intervention Teacher

Position: Special Education/Intervention Teacher

Work Year: 10-month employee 

Reports To: High School Principal

MISSION

The mission of Albany Leadership Charter School for Girls is to prepare young women to graduate from high school with the academic and leadership skills necessary to succeed in college and the career of their choosing.

Vision

Albany Leadership Charter School for Girls will be a recognized leader in single-sex secondary education for young women. It will foster a community of scholars dedicated to life-long learning and committed to improving their communities through their pursuit of post-secondary endeavors.  

Commitment to Excellence

ALCS is a family with the highest of expectations for our daughters, particularly in regards to academic achievement. Our goal is to position our girls so that their senior year can be focused on successfully transitioning to their post-secondary pursuits. If we set the standard, our daughters will rise to the challenge. We emphasize the importance of leadership through scholarship and service. “One leader changes everything” is not just a slogan students hear; it is a belief they are taught to manifest.

SUMMARY: The role of the Intervention Teacher is to provide students with direct instructional support using the Multi-Tiered System of Supports framework. The student intervention services require the use of school adopted resources within a structure informed by student achievement data. The Intervention Teacher is accountable for promoting standards-based literacy and numeracy instruction across the content areas using a multi-tiered approach and evidence-based interventions. 

ESSENTIAL DUTIES, SKILLS, AND RESPONSIBILITIES: The following statements of duties and responsibilities are intended to describe the general nature and level of work being performed by individuals assigned to this position. 

  • Provide students with direct intervention support services 

  • Teach and coordinate Tier 2 & 3 intervention for target students 

  • Facilitate the management and interpretation of data necessary to develop, implement and evaluate Tier 1, 2 & 3 interventions 

  • Keep teachers, staff, and parents informed regarding the status of the MTSS services 

  • Provide non-evaluative classroom observation and feedback, modeling, and other supportive assistance necessary related to the implementation of the MTSS process 

  • Participate in Student Support Team meetings to assist in coordination of intervention services for students receiving intervention services 

  • Support and coordinate the integration of technology into the curriculum

Special Education Teacher

Special Education Teacher Position Description

Job Title: Special Education Teacher

Work Year: 10-month employee

Reports To: High School Principal

SUMMARY: Albany Leadership is immediately seeking a full-time Special Education Teacher to plan and implement evidence-based instruction in accordance with student IEPs and common core standards. Albany Leadership is looking for applicants who have experience working with students with emotional and behavioral challenges. Applicants should be energetic, flexible, passionate, and ready to work hands-on with all of the students. 

ESSENTIAL DUTIES AND RESPONSIBILITIES: The following statements of duties and responsibilities are intended to describe the general nature and level of work being performed by individuals assigned to this position. 

1. Demonstrate strong classroom management skills

2. Employ positive and therapeutic behavioral intervention strategies

3. Differentiate instruction to meet the needs of all students

4.Collect data to monitor student progress and drive instruction

5. Work as part of a collaborative, interdisciplinary team to develop IEPs

6. Participate in CSE meetings

7. Communicate effectively with family members

To perform this job successfully, the Special Education Teacher must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skills, and dispositions required. Reasonable accommodations may be made to enable individuals with less than required attributes or with disabilities to perform the essential functions to expectations. 

High School Biology/Living Environment Teacher

   Position: High School Biology/Living Environment Teacher

   Work Year: 10-month employee 

   Reports To: High School Principal

 

MISSION

The mission of Albany Leadership Charter School for Girls is to prepare young women to graduate from high school with the academic and leadership skills necessary to succeed in college and the career of their choosing.

Values

College Readiness

Leadership

Empowerment

Accountability

Resolve and Resiliency

 

Vision

Albany Leadership Charter School for Girls will be a recognized leader in single-sex secondary education for young women. It will foster a community of scholars dedicated to life-long learning and committed to improving their communities through their pursuit of post-secondary endeavors.  

Commitment to Excellence

ALCS is a family with the highest of expectations for our daughters, particularly in regards to academic achievement. Our goal is to position our girls so that their senior year can be focused on successfully transitioning to their post-secondary pursuits. If we set the standard, our daughters will rise to the challenge. We emphasize the importance of leadership through scholarship and service. “One leader changes everything” is not just a slogan students hear; it is a belief they are taught to manifest.

All Girls

There are three major advantages for girls who are educated in a single gender school, include: expanded educational opportunity, custom-tailored learning and instruction, and greater autonomy of thought and expression. Single gender schools help to foster an environment where their students think for themselves and take control of their own lives. By eliminating false gender stereotypes, all female schools can liberate and empower their girls to explore various subjects and pursue excellence in all disciplines. It is for these reasons that ALCS believes that the opportunity to experience a single-gender education, should be one that is offered freely to any and all girls who would choose it.

SUMMARY: The high school Biology/Living Environment teacher will work to develop students’ academic and interpersonal skills through the Science course of study. The course of study will be implemented in accordance with the school approved curriculum. The teacher will document teaching and student progress/activities/outcomes; address specific educational needs of students; provide a safe and optimal learning environment; and provide feedback to students, parents and administration regarding student progress, expectations and goals. In addition, the teacher will support the Advancement via Individual Determination (AVID) school wide initiatives as well as the Collaborative for Academic, Social, and Emotional Learning (CASEL) competencies within their teaching.   

ESSENTIAL DUTIES, SKILLS, AND RESPONSIBILITIES: The following statements of duties and responsibilities are intended to describe the general nature and level of work being performed by individuals assigned to this position. 

  • Provide a variety of classroom techniques and methods. 

    • Promote high levels of achievement in relation to individual student abilities. 

    • Use techniques and methodologies appropriate to student abilities. 

    • Utilize current and relevant subject matter. 

 

  • Demonstrate knowledge of and abilities to use research-based principles of effective instruction. 

  • Organize instruction using learning objectives with clearly defined student outcomes. 

  • Employ teaching strategies congruent with planned student outcomes. 

  • Select teaching strategies emphasizing student involvement. 

  • Monitor student learning and pace instruction accordingly.

 

  • Develop and maintain an environment conducive to effective student learning. 

  • Develop written rules of classroom behavior and communicate those rules to all students. 

  • Enforce written rules for classroom behavior as well as school developed behavioral taxonomy. 

  • Communicate course goals and academic expectations to students. 

  • Provide for the health and safety of students in all instructional settings. 

 

  • Prepare effectively for class. 

  • Prepare daily lesson plans. 

  • Provide instruction predicated on course goals objectives, aligned with New York State adopted standards. 

  • Communicate appropriate grading standards to students. 

  • Assure that grading standards are explained and available to parents. 

 

  •  Develop and maintain positive interpersonal relationships. 

  • Model personal behaviors of honesty, fairness, courtesy, consideration, respect, and cultural awareness and responsibility. 

  • Maintain a cooperative relationship with administration, staff, students and parents. 

  • Share appropriate information with parents and with other staff members.

 

  • Provide documentation of students’ progress. 

  • Provide timely and accurate feedback/documentation to students, parents, and appropriate staff members. 

  • Assign and check homework and provide feedback to students. 

  • Maintain appropriate records of student performance. 

 

  •  Build motivation and interest in learning. 

  • Exhibit personal interest and encourage student interest in the subject area.

  • Maintain a current awareness of literature/activities in the subject area. 

 

  • Maintain an ongoing personal program of professional growth and development.

  • Develop and implement annually an approved plan for professional growth and development. 

  • Identify and request to attend professional workshop activities intended to increase the teacher’s instructional effectiveness. 

  • Participate in school-sponsored in-service offerings appropriate to assignment. 

 

To perform this job successfully, the teacher must perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skills, and dispositions required. Reasonable accommodations may be made to enable individuals with less than required attributes or with disabilities to perform the essential functions to expectations. 

  • Work effectively with and respond to people from diverse cultures or backgrounds.

  • Demonstrate professionalism and appropriate judgment in behavior, speech and dress in a neat, clean and appropriate professional manner for the assignment and work setting. 

  • Have regular and punctual attendance. 

 

EDUCATION AND TRAINING: 

  • BA/BS or higher degree (required) with a major in one or more of the following areas: Biology, Environmental Science, Curriculum, Secondary Education, Elementary Education w/concentration in Biology/Living Environment preferred

  • Master’s Degree preferred

  • NYS Teaching Certification preferred

$50,000-$65,000
Kitchen Chef

POSITION TITLE: Food Service Assistant
REPORTS TO: School Business Administrator
CLASSIFICATION: Full-Time 12-month Employee

Mission

The mission of Albany Leadership Charter School for Girls is to prepare young women to graduate from high school with the academic and leadership skills necessary to succeed in college and the career of their choosing.

Values

College Readiness

Leadership

Empowerment

Accountability

Resolve and Resiliency

Vision

Albany Leadership Charter High School for Girls will be a recognized leader in single-sex secondary education for young women. It will foster a community of scholars dedicated to life-long learning and committed to improving their communities through their pursuit of post-secondary endeavors.

Commitment to Excellence

ALH is a family with the highest of expectations for our daughters, particularly in regards to academic achievement. Our goal is to position our girls so that their senior year can be focused on successfully transitioning to their post-secondary pursuits. If we set the standard, our daughters will rise to the challenge. We emphasize the importance of leadership through scholarship and service. “One leader changes everything” is not just a slogan students hear; it is a belief they are taught to manifest.

All Girls

There are three major advantages for girls who are educated in a single gender school, include: expanded educational opportunity, custom-tailored learning and instruction, and greater autonomy of thought and expression. Single gender schools help to foster an environment where their students

think for themselves and take control of their own lives. By eliminating false gender stereotypes, all female schools can liberate and empower their girls to explore various subjects and pursue excellence in all disciplines. It is for these reasons that ALH believes that the opportunity to experience a single-gender education, should be one that is offered freely to any and all girls who would choose it.

Position Description:

Responsibilities include month-end closing, financial statement preparation, and billing for a small, urban, charter school. Operations responsibilities include asset tagging, technology maintenance, and facility maintenance. Position includes a generous leave policy.

Food Service Assistant:

? Provide services needed to prepare and serve food to students and adults
? Use large and small kitchen equipment
? Follow sanitation rules and regulations as set by the state
? Prepare food according to standardized recipes/instructions
? Portion meal components as instructed
? Perform a variety of clean-up duties in the kitchen, serving area, and other designated areas
? Maintain a friendly and cooperative working environment by assisting coworkers when needed
? Perform other reasonable duties as directed Competencies/Qualifications
? High school diploma
? Qualified Food Handlers certification
? School nutrition training
? Knowledge of methods, materials, equipment, and appliances used in food preparation
? Some experience in institutional food service operations, preferably in a school environment
? State-mandated screening Mental Demands/Physical Demands/Environmental Factors
? Regularly lift and/or move up to ten (10) pounds
? Occasionally lift and/or move up to fifty (50) pounds Work Schedule.

School Food Services Manager

Job Title: School Food Services Manager
Job Summary:
The School Food Services Manager position will report to the School Business Administrator. They
will coordinate and direct the activities of the high and middle school kitchen, including, but not limited
to: creating duty assignments as needed, performing skilled cooking duties, directing and supervising
personnel assigned to the facility in a pleasant and helpful manner, as well as maintaining the food
supply.
Essential Job Functions:
This list of essential job functions is not exhaustive and may be supplemented as necessary.
Depending upon individual assignment, the employee may perform all or a combination of several of
the following duties:
? Direct and participate in food preparation according to the standard menu, recipes, and
verbal instructions. This will be done economically, efficiently, and on schedule.
? Guide the production and understand the regulations of preparing and serving in matters
of temperature, appearance, and portion size.
? Requisition routine supplies, keep records, and make reports.
? Numerical and clerical ability to calculate and record production quantities and inventory.
? Repeatedly lift and/or otherwise move cases and pans of food and other materials.
? Pack food properly for transportation to area schools and meal sites and assist with deliveries.
? Assist with serving meals.
? Assist in serving students by following USDA guidelines and ensuring that their needs
are recognized and acknowledged.
? Maintain confidentiality.
? Operate kitchen equipment, mechanical dishwasher, and other equipment as needed.
? Order food, produce, dairy and bread products weekly.
? Rotate stock on shelves to insure freshness of products.
? Safely operate any equipment introduced into the kitchen.
? Maintain a sanitary and safe kitchen.
? Developing and Distributing Monthly Menus for all school buildings.
? Clean kitchen areas, equipment, mechanical dishwasher, and other equipment as needed.
? Store food as directed.
? Assist in upholding and enforcing school school rules, administrative regulations, and
board policies.
? Take all necessary and reasonable precautions to protect students, equipment, materials,
and facilities.
? Requires the use of multiple communication systems, such as electronic mail and computers.
? Inspect school facilities for the purpose of ensuring that the site is suitable for safe
operations, maintained in an attractive and clean condition, and/or identifying necessary repairs due to vandalism, equipment breakage, weather conditions, etc. ? The employee shall maintain a consistent presence at the assigned work site(s) and work the regular work hours specified by the contract. ? Professionally interact with colleagues, members of the public, and students. ? Comply with all School policies and all applicable laws. ? Process Annual FRPL forms and input into the system ? Monthly CN Claims processing ? Assist in ordering and prepping all School event meals ? Perform special assignments and other duties as assigned or required by the supervisor. Desired Skills: ? Ability to complete 10 hours of training annually as required by the USDA. ? Experience in quantity food production and preparation preferred. ? Must be pleasant, cooperative, and able to work with students, teaching staff, co-workers, and the public. ? Must have good leadership skills; ability to plan, organize, direct, coordinate and delegate responsibilities to food service staff. ? Must be willing to maintain and update food service abilities by attending workshops, conferences, food shows, and/or in-service programs. ? Ability to scratch bake. ? Must be able to read, write, and do basic mathematics such as extrapolation recipes, keeping records, making changes, counting money, and making reports. ? Knowledge of measuring, weighing, following recipes, and operating equipment in a production kitchen. ? Maintain the ability to stand, reach, lift, bend, kneel, stoop, climb, push, pull, and lift items weighing 50 lbs. or less. Stand or walk 95% of the workday. ? Knowledge and willingness to be trained in the Skyward Point of Sales system. ? Demonstrates ability to communicate clearly and effectively in both oral and written communication. ? Working knowledge of school software, including Microsoft Office. ? Ability to establish cooperative working relationships with school staff to enhance the completion of assigned tasks. ? Flexible in learning new concepts, cooperates with others, and adapts to a variety of assignments and conditions. ? Sets and attains high level of expectations with a commitment to using available resources in a way that accomplishment occurs. ? Demonstrates the ability to learn new ideas and skills for solving problems in a dynamic team environment. ? Demonstrates ability to relate and work effectively with staff and community. ? Demonstrates personal characteristics of flexibility, high-stress tolerance, reliability, punctuality, dependability, and an ability to maintain confidentiality. ? Ability to lift objects weighing up to 70 pounds.

 

? Ability to maintain high standards of professionalism and diplomacy in dealing with the public and school staff. Minimum Qualifications: ? Successful Federal Fingerprint Clearance. ? Bachelor’s Degree ? Valid New York State driver’s license. ? Completion of all school-required trainings within thirty (30) calendar days from hire date.

 

Spanish Teacher

 Position: Spanish Teacher 

               Work Year: 10-month employee 

               Reports To: Building Principal

 

MISSION

 

The mission of Albany Leadership Charter School for Girls is to prepare young women to graduate from high school with the academic and leadership skills necessary to succeed in college and the career of their choosing.

Values

 

College Readiness

 

Leadership

 

Empowerment

 

Accountability

 

Resolve and Resiliency

Vision

Albany Leadership Charter School for Girls will be a recognized leader in single-sex secondary education for young women. It will foster a community of scholars dedicated to life-long learning and committed to improving their communities through their pursuit of post-secondary endeavors.  

Commitment to Excellence

ALCS is a family with the highest of expectations for our daughters, particularly in regards to academic achievement. Our goal is to position our girls so that their senior year can be focused on successfully transitioning to their post-secondary pursuits. If we set the standard, our daughters will rise to the challenge. We emphasize the importance of leadership through scholarship and service. “One leader changes everything” is not just a slogan students hear; it is a belief they are taught to manifest.

All Girls

There are three major advantages for girls who are educated in a single gender school, include: expanded educational opportunity, custom-tailored learning and instruction, and greater autonomy of thought and expression. Single gender schools help to foster an environment where their students think for themselves and take control of their own lives. By eliminating false gender stereotypes, all female schools can liberate and empower their girls to explore various subjects and pursue excellence in all disciplines. It is for these reasons that ALCS believes that the opportunity to experience a single-gender education, should be one that is offered freely to any and all girls who would choose it.

SUMMARY: The Spanish teacher will have the primary responsibility for planning, programming, and teaching Spanish in alignment with the high school curricular objectives. Additionally, the teacher will be responsible for evaluating and reporting for all students in his or her classes. He or she will be responsible for establishing a positive, encouraging, appropriate relationship with students in which they are both held to high standards and supported in their attempts to meet them. A love of students and complete dedication to their success, combined with a passion for the Spanish language and culture, effective professional skills, a positive, team-centered personality, and a dedication to life-long learning are all necessary for teaching success at Albany Leadership Charter School for Girls. He or she will work with other teachers and staff as a contributing team member to present a cooperative and positive adult work environment. The teacher collaborates with other staff to co-plan, co-deliver, and individualize instruction for all students in a class; work together creatively to accommodate student needs, diversity and educational backgrounds of the students in the class; and overcome instructional challenges constructively. The teacher is a hardworking, goal-oriented and enthusiastic professional with excellent subject knowledge.

Director of Curriculum, Instruction, & Accountability

DIRECTOR OF CURRICULUM, INSTRUCTION & ACCOUNTABILITY POSITION DESCRIPTION

Position Title:

Director of Curriculum, Instruction & Accountability

Employment Status: Full-Time Exempt

Reports to: Superintendent/CEO

Salary: Commensurate with education, qualifications and experience.

Position Summary:

Under the direction of the Superintendent/CEO, the Director of Curriculum, Instruction, and Accountability (DCIA) organizes, coordinates, implements, and participates in the activities that assure educational objectives are accomplished and accountability metrics are achieved. The DCIA is an active member of the school’s leadership team, which collaborates regularly on setting the school’s strategic direction. The DCIA is responsible for the development and implementation of educational standards, facilitating group processes toward common objectives, the conversion of broad program goals into action plans, and integrating and aligning educational programs. The DCIA is responsible for instructional leadership of the 6-12 school program and ensures that educational objectives are aligned to state frameworks and to instructional practices that yield the highest standards of student achievement, instructional excellence, and community support in all subject areas. This includes providing development of and oversight for curriculum and instruction, including curriculum audits and the implementation of recommendations, coaching, leading professional development, leading data-driven decision-making, and managing all internal academic assessments and data coordination.

In addition, the DCIA plans, coordinates, implements and evaluates the Title programs and develops, directs, evaluates and administers procedures, programs, budgets, staffing and staff development as related to applicable programs/services and advises the Superintendent/CEO on matters regarding Instructional Programs school wide. The DCIA assists the Superintendent/CEO in all matters as defined by the Superintendent/CEO.

The DCIA evaluates and provides leadership for the overall instructional program of the school, with particular emphasis on the articulation of the program between the middle school and the high school. The DCIA shall be responsible for the cooperative working relationship among building principals, department heads/teacher leadersand such instructional and curriculum committees as are necessary to establish a well coordinated program of education from grade six through grade twelve.

LEADERSHIP AND ADMINISTRATION:

Tasks involved in fulfilling above duty/responsibility:

  • Supervises the effective and efficient implementation of the educational and instructional programs in compliance with local, state, and federal regulations and the provisions of the school’s Accountability Plan and its authorizer, the SUNY Charter Schools Institute (CSI).

  • Responsible for the development of annual goals and action planning for the 6-12 instructional program.

  • Assists in the creation of all reports, records, and other paperwork as required by the Board

  • of Trustees, the New York State Department of Education, and the Federal Government, and/or paperwork that may be appropriate to the school's administration.

  • Keeps the Superintendent/CEO informed and works cooperatively with all other administrators in the middle and high schools on school wide matters.

  • Leads appropriate professional meetings.

  • Establishes and maintains efficient administrative procedures to support the teaching and learning functions of the school.

  • Performs other duties and assumes such other responsibilities as may be assigned by the Superintendent/CEO.

CURRICULUM AND INSTRUCTION/PROGRAM MANAGEMENT:

Tasks involved in fulfilling above duty/responsibility:

  • Responsible for the implementation of curriculum aligned with state frameworks, student and teacher performance objectives, curriculum standards and proficiencies in all subject areas.

  • Directs the development, evaluation, and revision of curriculum and instruction and assumes responsibility for the implementation of approved programs. Coordinates and articulates curriculum among and between the grades.

  • Responsible for the formulation, planning, and implementation of the professional development program for professional staff (teachers and administrators).

  • Works with building principals and teacher leaders in the evaluation of instructional materials, including textbooks, digital resources, library/media acquisitions, and other instructional materials.

  • Ensures the effective use of technology in the teaching-learning process.

  • Provides leadership in developing plans for instructional research; pilot studies for curriculum, instruction, and technology; and new courses of study.

  • Responsible for assessing results of programs and addressing areas in need of improvement.

  • Seeks and applies for appropriate competitive grants.

  • Responsible for the formulation, planning, and implementation of state and federal grants.

STUDENT SERVICES:

Tasks involved in fulfilling above duty/responsibility:

  • Works with building principals and teacher leaders to develop plans for assessing and monitoring the progress of all students. Coordinates and articulates assessment among and grades.

  • Oversees the planning and delivery of all state and federally funded compensatory education services.

  • Creates and monitors the system to maintain individual student records and reports of pupil progress.

PERSONNEL:

Tasks involved in fulfilling above duty/responsibility:

  • Assists with recruitment, selection, and training of personnel and makes sound recommendations relative to personnel placement, assignment, retention, discipline, and dismissal.

  • Supervises and manages supervisees in compliance with local, state, and federal law and the policies and procedures of the school district.

  • Observes and evaluates instructional staff in accordance with established procedures.

  • With building principals, responsible for developing and directing the orientation and induction program for new teachers, including assigning mentors.

  • Promotes effective communication and cooperation among administrators and teacher leaders.

BUDGET AND FINANCES:

Tasks involved in fulfilling above duty/responsibility:

  • Assists in the development of budgets including staffing needs, instructional materials and resources, and provision for the activities of the school.

  • Coordinates the preparation of department and program budget requests through the improvement planning process.

  • Develops, monitors, and maintains state, federal, and competitive grant budgets.

SCHOOL-COMMUNITY RELATIONS:

Tasks involved in fulfilling above duty/responsibility:

  • Promotes and assists in the coordination of effective communication.

  • Promotes effective communication among all members of the school community.

  • Develops and maintains good relations with the school community.

  • Provides for two-way communication with principals, teachers, staff, parents, and community.

  • Demonstrates skill in conflict resolution with administrators, parents, teachers, staff, and community.

  • Articulates the school’s mission, instructional philosophy, and curriculum implementation strategies to the community and solicits its support in realizing the school's mission.

  • Demonstrates awareness of school-community needs and initiates activities to meet those needs.

  • Demonstrates use of appropriate and effective techniques to encourage community and parent involvement.

  • Monitors professional research and disseminates ideas and information to other professionals.

  • Seeks talent and support from the community to further the educational goals of the school.

  • Works cooperatively with colleagues within the school and from other schools.

  • Serves on school wide committees, participates in school wide activities, and represents the school as warranted, or as directed by the Superintendent/CEO.

PROFESSIONAL GROWTH:

Tasks involved in fulfilling above duty/responsibility:

  • Sets goals for self-improvement; carries out individual growth plan developed with the

  • Superintendent/CEO.

  • Maintains a high level of competence in the field of education, remaining current in issues

  • related to areas of responsibility.

  • Maintains a high level of personal integrity and a strong work ethic.

Sixth Grade Teacher

MISSION

The mission of Albany Leadership Charter School for Girls is to prepare young women to graduate from high school with the academic and leadership skills necessary to succeed in college and the career of their choosing.

Values

College Readiness

Leadership

Empowerment

Accountability

Resolve and Resiliency

Vision

Albany Leadership Charter High School for Girls will be a recognized leader in single-sex secondary education for young women. It will foster a community of scholars dedicated to life-long learning and committed to improving their communities through their pursuit of post-secondary endeavors.

Commitment to Excellence

Albany Leadership is a family with the highest of expectations for our daughters, particularly in regards to academic achievement. Our goal is to position our girls so that their senior year can be focused on successfully transitioning to their post-secondary pursuits. If we set the standard, our daughters will rise to the challenge. We emphasize the importance of leadership through scholarship and service. “One leader changes everything” is not just a slogan students hear; it is a belief they are taught to manifest.

All Girls

There are three major advantages for students who are educated in a single gender school, including: expanded educational opportunity, custom-tailored learning and instruction, and greater autonomy of thought and expression. Single gender schools help to foster an environment where students think for themselves and take control of their own lives. By eliminating false gender stereotypes, all female schools can liberate and empower students to explore various subjects and pursue excellence in all disciplines. It is for these reasons that we believe the opportunity to experience a single-gender education should be one that is offered freely to any and all young women who would choose it.

SUMMARY: The 6th grade will work to develop students’ academic and interpersonal skills through Math, Science, Social Studies and English Language Arts courses of study. Courses of study will be implemented in accordance with the school approved curriculum. The teacher will document teaching and student progress/activities/outcomes; address specific educational needs of students; provide a safe and optimal learning environment; and provide feedback to students, parents and administration regarding student progress, expectations and goals. In addition, the teacher will implement the Advancement via Individual Determination (AVID) school wide initiatives as well as the Collaborative for Academic, Social, and Emotional Learning (CASEL) competencies within their teaching.

ESSENTIAL DUTIES, SKILLS, AND RESPONSIBILITIES: The following statements of duties and responsibilities are intended to describe the general nature and level of work being performed by individuals assigned to this position.

  • Provide a variety of classroom techniques and methods. o Promote high levels of achievement in relation to individual student abilities. o Use techniques and methodologies appropriate to student abilities. o Utilize current and relevant subject matter.
  • Demonstrate knowledge of and abilities to use research-based principles of effective instruction. o Organize instruction using learning objectives with clearly defined student outcomes. o Employ teaching strategies congruent with planned student outcomes. o Select teaching strategies emphasizing student involvement. o Monitor student learning and pace instruction accordingly.
  • Develop and maintain an environment conducive to effective student learning. o Develop written rules of classroom behavior and communicate those rules to all students.

o Enforce written rules for classroom behavior as well as school developed behavioral taxonomy. o Communicate course goals and academic expectations to students. o Provide for the health and safety of students in all instructional settings.

  • Prepare effectively for class. o Prepare daily lesson plans. o Provide instruction predicated on course goals objectives, aligned with New York

State adopted standards. o Communicate appropriate grading standards to students. o Assure that grading standards are explained and available to parents.

  • Develop and maintain positive interpersonal relationships. o Model personal behaviors of honesty, fairness, courtesy, consideration, respect, and cultural awareness and responsibility. o Maintain a cooperative relationship with administration, staff, students and parents. o Share appropriate information with parents and with other staff members.
  • Provide documentation of students’ progress. o Provide timely and accurate feedback/documentation to students, parents, and appropriate staff members. o Assign and check homework and provide feedback to students. o Maintain appropriate records of student performance.
  • Build motivation and interest in learning. o Exhibit personal interest and encourage student interest in the subject area. o Maintain a current awareness of literature/activities in the subject area.
  • Maintain an ongoing personal program of professional growth and development. o Develop and implement annually an approved plan for professional growth and development. o Identify and request to attend professional workshop activities intended to increase the teacher’s instructional effectiveness. o Participate in school-sponsored in-service offerings appropriate to assignment.

To perform this job successfully, the 6th Grade teacher must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skills, and dispositions required. Reasonable accommodations may be made to enable individuals with less than required attributes or with disabilities to perform the essential functions to expectations.

  • Work effectively with and respond to people from diverse cultures or backgrounds.
  • Demonstrate professionalism and appropriate judgment in behavior, speech and dress in a neat, clean and appropriate professional manner for the assignment and work setting.
  • Have regular and punctual attendance.

EDUCATION AND TRAINING:

  • BA/BS or higher degree (required) with a major in one or more of the following areas:

Curriculum, Elementary Education, Secondary Education, Content Area (Language Arts,
Social Studies, Reading, Early Childhood Education, or similar).

  • Master’s Degree preferred
  • NYS Elementary Education Teaching Certification
45,020-50,000

Albany Leadership Charter High School for Girlsis an equal opportunity employment firm. Prospective employees will receive considerationwithout discrimination because of race, creed, color, sex, age, national origin, marital status, sexual orientation, military status,disability or any other trait protected by federal, state, or local law.