• Driven by the fundamental belief that all children can learn and should be educated within their home school.
• A person of high integrity with strong communication and public relation skills.
• A visionary, cognizant of and committed to the needs of the community.
• A dedicated educator with experience in teaching and administration, [possessing specific knowledge of curriculum, literacy education, the New York State Standards, assessments and education law].
• Has the ability to coalesce and build consensus from disparate points of view.
• Is able to initiate change and accept new ideas.
• Is committed to the philosophy of high expectations for all students.
• Has knowledge, belief and ability to lead a research validated literacy program.
• Demonstrates critical problem-solving skills, coupled with realistic solutions. Must be conversant in the area of technology and be able to promote the infusion of technology into classroom learning.
• Has knowledge of financial planning and budget preparation.
• Can maintain an environment where parents are welcome and valued partners in their child's education.
• Values the importance of the principal as instructional leader and is able to work with all staff to improve teaching and learning.
• Views humor, a positive attitude, and a "sense of energy" as necessary components of effective leadership.
• Familiar with the Danielson Model for evaluation.

Highly qualified Licensed Clinical Social Worker or Licensed Masters' Social Worker to provide intensive school and home intervention to identified students and their families to promote student success while addressing family barriers.  Emphasis on creating interventions that are strength-based and focus on providing clinical, supportive and concrete services to address the individual needs of families and children.  

Responsibilities:

• Assessment and data to be used in family needs assessment.
• Providing crisis counseling when appropriate.
• Use research-based intervention strategies to facilitate change within a multi-tiered system of support.
• Facilitate life-skills training
• Provide individual and group counseling to students as appropriate. 
• Assist building principal in the planning and implementation of individual and building-wide interventions
• Work with school personnel and parents toward a better understanding of a student's and family's strengths and needs. 
• Participate in regularly scheduled program meetings to discuss and review student/ group/program progress or needs.
• Expert knowledge in research-based instructional strategies for students with social/emotional needs. 
• Provide linkage to social services/concrete goods/concrete services as needed.
• Provide parent training and advocacy.
• Provide Individual and family counseling through the Family Resource Center one evening per week.
• Participate in and provide professional development based upon Therapeutic Crisis Intervention.
• Ascribes to the philosophy that all children can succeed and demonstrates the commitment to do what is necessary to make this a reality.
• Assist staff in: defining and measuring behavior; understanding principles of reinforcement; teaching new behavior; implementing strategies for weakening behavior; and identifying antecedents.  
• Organization, effective instruction, social skills instruction.

• Continually supervise students to ensure a safe, non-threatening, nurturing environment where students can thrive. 
• Engage in on-going professional development to increase knowledge of evidence-based supports for all students, targeted students and students who represent sub-group populations. 
• Conduct conflict resolution and peer mediation sessions.
• Review behavior referrals and SWIS data reports.
• Consult with school psychologist, counselors, and teachers.
• Organize and schedule time commitments to meet demands of the job. 
• Provide leadership to others through example and sharing of knowledge/skill.