Openings as of 3/9/2026
Position Title:??Athletic Assistant Head Coach
Reports To:?Head Coach, Athletic Director, and Building Principal
FLSA Status: Stipend/Supplemental Position
Position Type: Seasonal (as assigned)
?
Job Summary:?
?The Assistant Athletic Coach supports the Head Coach in leading a school athletic team. The assistant coach helps implement training, game strategies, and team management in accordance with district policies, PIAA regulations, and sport-specific best practices. This role promotes student growth, sportsmanship, and teamwork while ensuring the safety and well-being of all participants.
Qualifications:?
High school diploma or equivalent required, teaching certification preferred but not required.
Must complete required clearances under Pennsylvania law (Act 34, Act 151, FBI fingerprinting).
Completion of required PIAA coaching courses and certifications (e.g., Concussion Awareness, Sudden Cardiac Arrest, and Coaching Education) prior to or within the mandated time frame.
Ability to collaborate effectively with the Head Coach and other coaching staff.
Strong interpersonal, organizational, and communication skills.
Commitment to supporting student-athletes academically, socially, and physically.
Essential Functions?:?
Assist the Head Coach in planning and conducting practices, workouts, and team meetings.
Support instruction of game rules, fundamentals, techniques, and strategies appropriate to the age and skill level of the team.
Supervise student-athletes during practices, games, team travel, and related activities.
Model and reinforce positive behavior, sportsmanship, and adherence to the team's expectations.
Follow all district board policies and procedures.
Ensure all students follow and adhere to the student code of conduct.
Maintaining Professional Adult/Student Boundaries.
Help monitor and track student eligibility, academic performance, and health clearance compliance.
Communicate effectively with student-athletes, parents/guardians, and school staff, as directed by the Head Coach.
Assist with equipment distribution, inventory, and care.
Enforce safety procedures and respond appropriately to injuries and emergencies.
Support the Head Coach in completing reports, documentation, and administrative tasks required by the district and athletic department.
Follow all district, league, and PIAA rules and regulations.
Adhere to all district Business Office procedures regarding financial accounting, fundraising, and record keeping (if applicable).
Attend required coaching clinics, rules meetings, and professional development as required by the district or PIAA.
?Physical/Mental/Environmental Demands:?
Variable schedule with practices and events held on evenings and weekends.
Exposure to indoor and outdoor environments, including varying weather conditions.
Travel to away games and tournaments as required.
Equal Employment Opportunity (EEO) Statement:?
The Susquehanna Township School District is an equal opportunity employer. We celebrate diversity and are committed to creating an inclusive environment for all employees. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, national origin, disability, or any other characteristic protected by law.?
Position Title:??Athletic Head Coach Cross Country
Reports To:??Athletic Director and Building Principal
Supervises:??None
Terms of Employment:??Seasonal (as assigned)
Position Type: Stipend/Supplemental Position
?Job Summary:?
?The Athletic Head Coach is responsible for leading and supervising student-athletes in an interscholastic sports program, fostering a positive and competitive environment that supports skill development, teamwork, character, and sportsmanship. The coach ensures compliance with district policies, PIAA regulations, and safety standards while serving as a role model for student-athletes.
?Qualifications:?
Prior coaching experience and/or background as a participant in the sport preferred.
Strong leadership, communication, and interpersonal skills.
Ability to effectively supervise and mentor adolescent students.
Organize and conduct practices, conditioning sessions, and team meetings in accordance with district, league , and PIAA guidelines.
Supervise student-athletes before, during, and after practices, games, and team-related events.
Teach fundamental skills, strategies, and rules of the sport while promoting teamwork, discipline, and a positive team culture.
Communicate effectively with student-athletes, parents/guardians, athletic department staff, and school administrators.
Ensure all athletes meet eligibility and medical clearance requirements prior to participation.
Model and reinforce positive behavior, sportsmanship, and adherence to the team’s expectations.
Oversee the inventory, care, and security of athletic equipment and uniforms.
Submit rosters, schedules, and end-of-season reports in accordance with district and athletic department procedures.
Promote academic achievement and reinforce the district’s student code of conduct and athletic handbook.
Follow all safety procedures and respond appropriately to injuries and emergencies.
Comply with all district, PIAA, and applicable league rules and regulations.
Follow district and Business Office procedures for financial accounting, fundraising, and record keeping.
Attend required coaching clinics, rules interpretation meetings, and professional development as required by the PIAA or district.
Evening and weekend hours required during the sports season.
Exposure to varying weather conditions during outdoor practices and competitions.
Position Title: Athletic Assistant Head Coach
Reports To:Head Coach, Athletic Director, and Building Principal
Job Summary:
The Assistant Athletic Coach supports the Head Coach in leading a school athletic team. The assistant coach helps implement training, game strategies, and team management in accordance with district policies, PIAA regulations, and sport-specific best practices. This role promotes student growth, sportsmanship, and teamwork while ensuring the safety and well-being of all participants.
Qualifications:
Essential Functions:
Physical/Mental/Environmental Demands:
The Marching Band Director leads and manages the school’s marching band program, ensuring high standards of musical and visual performance, discipline, and student development. The director is responsible for planning rehearsals, performances, competitions, and coordinating all related logistics, while fostering a positive, inclusive, and educational environment.
Plan, organize, and direct all aspects of the marching band program, including rehearsals, performances, and competitions.
Select appropriate music and design halftime and field shows in collaboration with staff.
Manage recruitment and retention of student band members.
Oversee all logistics for performances including travel arrangements, uniforms, equipment, and field setup.
Maintain communication with students, parents, administrators, and booster organizations.
Ensure all program activities comply with school policies and relevant music associations.
Maintain inventory, care, and organization of instruments, uniforms, and band equipment.
Create a positive and disciplined environment for all students.
Prior experience directing a marching band (preferred).
Strong leadership, organizational, and communication skills.
Indoor and outdoor work environments (rehearsals, performances, competitions).
Requires physical activity including standing for long periods and assisting with equipment setup.
Fast-paced, often loud environment during practices and events.
Position Title: School Teacher
Reports To: Principal
Supervises: None
Terms of Employment: STEA CBA
A school teacher's role is multifaceted, encompassing instructional, managerial, and interpersonal responsibilities aimed at fostering student learning and development.
Job Goal:
As a school teacher, you will be responsible for creating a supportive and engaging learning environment where students can develop the knowledge, skills, and attitudes necessary for academic success and personal growth. You will design and implement instructional activities that cater to the diverse needs and interests of students while adhering to curriculum standards and educational objectives.
Job Description:
Bachelor's degree in education or related field (Master's degree preferred).
Teaching certification/licensure (depending on jurisdiction).
Knowledge of curriculum standards and instructional strategies.
Strong communication, interpersonal, and organizational skills.
Ability to work effectively with diverse student populations.
Curriculum Development: Develop and implement lesson plans, instructional materials, and learning activities that align with curriculum standards and learning objectives. Adapt curriculum to accommodate diverse learning styles, abilities, and interests of students.
Classroom Management: Establish and maintain a positive and inclusive classroom climate conducive to learning. Set clear expectations for behavior and academic performance. Implement strategies for managing student behavior, fostering respect, and promoting a safe and orderly learning environment.
Instructional Delivery: Deliver engaging and interactive instruction using a variety of teaching methods, techniques, and technologies. Facilitate whole-group, small-group, and individualized instruction to meet the needs of diverse learners. Provide opportunities for student collaboration, inquiry, and critical thinking.
Assessment and Evaluation: Assess student learning through formative and summative assessments, including quizzes, tests, projects, and presentations. Analyze assessment data to monitor student progress, identify areas of strength and weakness, and adjust instructional strategies as needed.
Differentiated Instruction: Differentiate instruction to meet the individual needs, interests, and learning profiles of students. Provide additional support or enrichment activities for students who require extra assistance or challenges.
Feedback and Communication: Provide timely and constructive feedback to students on their academic performance, progress, and areas for improvement. Communicate regularly with parents/guardians regarding student progress, achievements, and concerns. Collaborate with colleagues and other stakeholders to support student success.
Professional Development: Engage in ongoing professional development activities to enhance teaching skills, pedagogical knowledge, and content expertise. Stay current with best practices, educational research, and developments in the field of education.
Student Support: Provide academic support, guidance, and mentorship to students as they navigate academic challenges, transitions, and personal growth. Advocate for the needs and interests of students and collaborate with support staff to address academic and social-emotional concerns.
Cultural Competence: Foster a culturally responsive and inclusive learning environment that respects and celebrates diversity. Incorporate diverse perspectives, experiences, and cultures into instructional materials and classroom discussions.
School and Community Engagement: Participate in school-wide initiatives, committees, and events to contribute to the overall mission and goals of the school community. Collaborate with parents, community members, and external partners to support student learning and well-being.
Marginal Functions:
Core responsibilities: Teaching lessons, grading assignments, managing classrooms.
Marginal functions: Attending school meetings, supervising extracurricular activities, mentoring students outside of class, or providing administrative support.
Qualified applicants will possess good oral and written communication skills, organizational skills, problem solving, and consultation and collaboration skills. Oral and written communication is required for sharing information with staff and parents. Computer processing and data entry are required for this position. Visual acuity and hearing are required for the delivery of assessment, intervention, and consultation services. Occasional lifting of materials and equipment of less than 25 pounds may be required. The ability to maintain emotional control under stress and work with multiple deadlines, a variety of people and personnel, and frequent interruptions is required.
Equal Employment Opportunity (EEO) Statement:
The Susquehanna Township School District is an equal opportunity employer. We celebrate diversity and are committed to creating an inclusive environment for all employees. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, national origin, disability, or any other characteristic protected by law.
Position Title: Food Transport Specialist Reports To: Food Service Director School: District Wide
Terms of Employment: Teamsters 182 Days 7-8 Hours per Day; additional days as required
POSITION REQUIREMENTS:
Qualifications and Required Documents:
High school diploma or equivalent required
Proof of a TB test or chest x-ray and physical form (dated within three months of hire date)
One year of experience in driving or delivery operations (experience preferred)
Must have a valid PA Driver's License, Act 34, Act 114, Act 151 and Act 126 Clearances
ServSafe certification preferred (upon hire certification must be completed and maintained)
Physical Capabilities:
Physical Environment: Exposure to inside and outside environmental conditions, such as heat, cold, rain and wind. Must be able to work in high and/or confined spaces and use chemical
Additional Food Service Responsibilities (as requested):
Other:
Position Title: Food Service Cook
Reports To: Food Service Managers and/or Director of Food Services
School: District Wide
Terms of Employment: Teamsters 182 Days 8 Hours per Day; additional days as required
Act 34, Act 114, Act 151 and Act 126 Clearances
ServSafe certification preferred (upon hire certification completed and maintained at the discretion and cost of the district)
• Must be able to sit approximately 15% and walking/standing 85% of the shift
• Must frequently be able to bend/stoop, squat, crouch, kneel, balance and reach above shoulders.
• Must be able to lift, carry and move supplies weighing up to 50 pounds or more.
• Ability to reach above and below the waist.
Physical Environment: Center of operation is the school cafeteria with inside environmental conditions of 72 to 95 degrees Fahrenheit and occasional exposure to inside environmental conditions of 0 to 40 degrees Fahrenheit.
• Takes lead in preparation and serving of food items for the food service program.
• Read and accurately follow recipes, ensuring other staff are also following recipes and that all foods prepared meet the HHFKA and NSLP breakfast & lunch requirements and HACCP procedures.
• Coordinates with Kitchen Managers daily assigned tasks for all food preparation, delegates tasks and follows-up to ensure they are completed for meal service.
• Assist Kitchen Managers with production records, ordering, receiving of deliveries and inventory and perform manager duties when manager is out.
• Organize yourself and your area with supplies and tools to maximize productivity and work effectively to complete tasks timely.
• Accurately measure and weigh all ingredients.
• Assist in achieving food cost goals through waste reduction, rotation, recipe adherence, and portion control, etc.
• Utilize all measurement tools correctly and safely operate all kitchen equipment used in the preparation of food items.
• Record all foods used and report to Kitchen Managers for inventory control and ordering purposes.
• Ensure required quantities of breakfast and lunch are prepared with great attention to quality and eye appeal.
• Maintain kitchen and serving areas in clean, safe, and sanitary conditions, following all HACCP guidelines and standard operating procedures.
• Correctly identify NSLP breakfast & lunch meals and offer vs. serve to accurately meet state & federal reimbursement requirements.
• During meal service, run the point of sale/cashier system, including collecting money for meals and a la carte sales and accounting for meals served.
• Maintain high standards of cleanliness and orderliness of the assigned operational area and perform other cleaning duties throughout the kitchen and cafeteria as assigned.
• Cultivate and model a respectful and team-oriented working and learning environment; may assist in the daily operational direction of staff and must be able to work with minimal supervision.
• Any other duties assigned to ensure we are successful in fulfilling our main purpose of providing breakfast and lunch to our students.
• Establishes and maintains effective communication with Kitchen managers, co-workers and food services director.
• Assists with setting up of serving areas, condiment stands, and cash registers/point of sale system.
• Dish machine operation. Clean dishes, pots, pans, and equipment as needed.
• Assists with proper storage of leftover food items.
• Assists with laundry, floor clean-up (sweeping and mopping), and general sanitizing & cleaning of kitchen/cafeteria areas.
• Must have excellent communication skills, works well independently and as part of a team; is able to understand and follow both written and oral instructions in English.
• Demonstrates good interpersonal skills including neat and clean appearance.
• Ability to coach & train other employees.
• Knowledge in the food service industry with an understanding of nutrition, sanitation and safety.
• Ability to have foresight, plan and use time effectively.
• Will attend District in services and training sessions as directed.
Position Title: Food Service Worker Reports To: Food Service Manager
Terms of Employment: TEAMSTERS CBA
Non-Exempt
180 Days
As a School Food Service Worker, you play a vital role in providing nutritious meals, promoting food safety, and delivering excellent customer service within the school community. Your dedication, attention to detail, and teamwork contribute to the overall success of the school food service program and the well-being of students and staff.
As a School Food Service Worker, your primary responsibility is to assist in the preparation and serving of nutritious meals to students and staff within a school or educational institution.
High school diploma or equivalent.
Valid PA Driver's License.
ServSafe Certification.
Food Preparation: Assist in the preparation of food items according to standardized recipes, menus, and production schedules. This may involve tasks such as chopping vegetables, preparing salads, cooking entrees, baking desserts, and assembling meals.
Food Safety and Sanitation: Follow proper food safety and sanitation procedures to maintain a clean and hygienic kitchen environment. Adhere to health and safety regulations, including proper handwashing, temperature control, and food storage practices, to prevent foodborne illness and ensure compliance with health department requirements.
Meal Service: Assist with the serving of meals to students and staff during breakfast, lunch, and other meal periods. Ensure that portion sizes are accurate, food items are presented attractively, and serving stations are kept clean and organized.
Cashier Duties: Operate cash registers or point-of-sale systems to process meal payments, collect lunch fees, and reconcile cash transactions. Provide friendly and efficient customer service to students, staff, and visitors during mealtimes.
Dishwashing and Cleaning: Wash dishes, utensils, pots, pans, and other kitchen equipment using manual or mechanical methods. Clean kitchen surfaces, floors, and dining areas to maintain a sanitary environment and meet cleanliness standards.
Inventory Management: Assist in receiving, storing, and rotating food and supply deliveries. Monitor inventory levels of food items, beverages, paper goods, and cleaning supplies, and report shortages or discrepancies to kitchen supervisors or managers.
Special Dietary Needs: Accommodate special dietary needs or restrictions for students with food allergies, intolerances, or medical conditions. Prepare alternative menu options or modified meals as necessary and communicate dietary requests to kitchen staff and serving personnel.
Menu Planning Support: Assist in menu planning, recipe development, and meal preparation for school breakfast and lunch programs. Collaborate with kitchen staff, nutritionists, and menu planners to ensure that meals meet nutritional guidelines, dietary requirements, and student preferences.
Customer Service: Interact courteously and professionally with students, teachers, administrators, parents, and other stakeholders during meal service. Address questions, concerns, and special requests in a prompt and helpful manner to ensure a positive dining experience for all.
Team Collaboration: Work collaboratively with kitchen supervisors, cooks, food service assistants, and other team members to coordinate meal production, service, and cleanup activities. Support a positive and inclusive work environment by communicating effectively, sharing tasks, and helping as needed.
Cleaning and Sanitizing:
Cleaning tables, countertops, and food preparation areas.
Washing dishes, trays, and utensils.
Maintaining kitchen hygiene and cleanliness, including floors and storage areas.
Assisting with Food Preparation:
Helping to prepare food for serving (e.g., peeling vegetables, cutting fruits, portioning meals).
Assisting in setting up food stations and serving lines.
Restocking and Inventory:
Restocking food, beverages, and supplies during meal periods.
Ensuring items are available for the next service or storage.
Serving Assistance:
Helping students or staff with the serving process, such as distributing food in line or helping with special dietary needs.
Basic Kitchen Equipment Operation:
Using ovens, mixers, or dishwashers as needed for food service.
Assisting with Special Events or Catering:
Helping with catering or special meal events hosted by the school.
Providing Customer Service:
Answering questions or helping with food choices, particularly when students ask about meal options.
Physical Demands:
Sitting at a desk for extended periods of time.
Bending, stooping, twisting, reaching, grasping.
Lifting to 50 pounds.
Repetitive movement of fingers and hands for keyboarding.
Ability to stand or walk for extended periods of the workday.
Cognitive Skills:
Ability to communicate effectively.
Ability to organize tasks.
Ability to handle multiple tasks.
Ability to exercise good judgment.
Sensory Abilities:
Visual acuity to read correspondence and computer screens.
Auditory ability to be able to use telephones.
Ability to speak clearly, concisely, and distinctly.
Temperament:
Ability to work as a member of a team.
Ability to make sound decisions.
Ability to work in a high stress position.
Must be courteous.
Must be able to deal effectively with people.
Must be cooperative, congenial, and service oriented.
Ability to work with limited supervision.
Ability to be flexible.
Mental Demands:
Ability to interpret detailed written and verbal communications.
Ability to function in a fast-paced and high-pressure work setting.
Environment:
Office setting.
Cafeteria and kitchen area.
Movement out of the office to other buildings with ability to access all buildings.
Exempt
188 Days
Position Title:?Social Studies/PATH ED Teacher Reports To:?Building Principal Terms of Employment: STEA CBA
Position Summary
The Social Studies/PATH ED Teacher will deliver a Pennsylvania Department of Education (PDE)–approved Career and Technical Education program in the Education and Training career cluster. The teacher will provide rigorous, standards-aligned instruction in Foundations of Teaching, including content pedagogy and instructional practices, while ensuring compliance with PA CTE program requirements (Chapter 339, PDE CTE Program Standards, and industry-aligned competencies).
Key Responsibilities
Teach Foundations of Teaching, including:
Child and adolescent development
Learning theory and educational psychology
Classroom management
Assessment and data-driven instruction
Curriculum design and lesson planning
Content pedagogy and instructional strategies
Inclusive and culturally responsive practices
Professional ethics in education
Align instruction to PA CTE task lists and PDE-approved program standards.
Maintain required documentation for CTE compliance, including:
Program of Study alignment
Student competency records
NOCTI preparation (if applicable)
Industry-recognized credential opportunities
Coordinate field experiences, job shadowing, or practicum placements when applicable.
Support student participation in a related CTSO (e.g., Educators Rising).
Collaborate with administration, counseling staff, and postsecondary partners to support articulation and dual enrollment opportunities.
Participate in ongoing professional development to maintain CTE certification requirements.
Qualifications
Valid Pennsylvania teaching certification required.
Pennsylvania CTE certification (Instructional I or II) in an approved area
Bachelor's degree in Education or related field required; Master's preferred.
Classroom teaching experience preferred.
Knowledge of PA CTE compliance and program requirements preferred.
CPR certification is a plus.
Strong organizational and communication skills.
Position Title: Business Education Teacher
Bachelor’s degree in education or related field (Master's degree preferred).
Position Title: CustodianReports To: Supervisor of Custodial and GroundsSupervises: Custodial and Grounds Staff
A School Custodian is responsible for maintaining cleanliness, safety, and orderliness within the school building and its surrounding areas. Their primary duties typically include cleaning classrooms, hallways, restrooms, and common areas, as well as handling waste removal and floor care (sweeping, mopping, and vacuuming). They may also be responsible for setting up and breaking down for school events, maintaining supplies, and performing minor maintenance tasks like changing light bulbs or fixing basic plumbing issues. Custodians may also handle snow removal, monitor building security, and ensure that safety protocols are followed. The role requires attention to detail, physical stamina, and a commitment to ensuring a clean and safe environment for students, staff, and visitors.
To ensure a clean, safe, and well-maintained school environment by efficiently performing custodial duties, such as cleaning and sanitizing facilities, maintaining equipment, and responding promptly to maintenance requests, to support the health, safety, and productivity of students, staff, and visitors
High school diploma or equivalent preferred.
Prior commercial/institutional custodial experience preferred.
Responds to requests made by faculty, office staff and building principals.
Provides input to the Head Custodian, Supervisor of Buildings & Grounds and Building Principal regarding the safety, cleanliness and security/operation of District buildings.
Assists with the coordination, set-up and coverage of events and building rentals
Will respond to emergencies and overtime as requested and other duties as assigned.
Sweeps Floors/Vacuums Carpet.
Empties trash and recycling.
Wash chalk and whiteboards and trays.
Removes graffiti, marks and writing from walls.
Cleans/Sanitizes all vertical surfaces.
Wet mops hard surface floors.
Cleans/Sanitizes all restrooms.
Cleans corridors, lockers and drinking fountains.
Replace supplies, such as facial tissue, toilet tissue, hand soap, etc.
Maintains all parking lots, grounds, sidewalks and playgrounds as needed.
Minor Maintenance:
Replace batteries as needed.
Replace lamps and ballasts as needed.
Replace ceiling tile as needed.
Fundamental knowledge of building operations and controls, such as the fire and security systems, boilers, unit vents and utility shut offs.
Exhibit good communication skills, works well independently and as part of a team; can understand and follow both written and oral instructions in English.
Secure all windows and doors and performs area and building checks daily.
Will attend District sponsored training and in-services as requested.
Exposure to inside and outside environmental conditions, such as heat and cold.
Exposure to hazards including a variety of physical conditions such as closeness to moving mechanical parts, electrical current, working in high and/or confined spaces and using chemicals.
All manner of hand tools and other District grounds and custodial equipment to include scrubbers, vacuums, snow blowers, ladders and lifts.
Must be able to stand three hours at one time.
Must be able to walk one hour at one time and four total hours.
Must frequently be able to bend/stoop, squat, crouch, kneel, balance and reach above shoulders. Must be able to lift and carry materials more than 50 lbs.
Must use both hands for repetitive actions such as simple grasping, firm grasping, pushing/pulling, fine manipulation and twisting/turning.
Position Title: Special Education Teacher
Reports To: Director/Assistant Director of Special Education and Student Services
The special education teacher plans and provides appropriate learning experiences for students with disabilities in a variety of educational settings. The person in this position is responsible for creating a flexible program and learning environment that provides specialized instruction for students with disabilities, such that the students benefit from the general education curriculum to the greatest extent possible when supported with supplemental aides, accommodations, and other needed supports.
To provide differentiated, inclusive instruction and individualized support to students with disabilities in a collaborative, nurturing classroom environment, promoting their academic, social, and emotional growth.
Bachelor’s Degree
Appropriate Special Education PA Certification
Provide direct and indirect instructional support to students in a positive environment.
Employ special educational strategies and techniques during instruction.
Instruct students in academic subjects using a variety of techniques such as phonetics, multi-sensory learning, and repetition to reinforce learning and to meet students' varying needs and interests.
Teach socially acceptable behavior, as determined by the students’ individualized education programs (IEPs) by employing techniques in an overall positive behavioral support system.
Modify the general education curriculum for students with disabilities based upon a variety of instructional techniques and technologies.
Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.
Establish and enforce rules for behavior and procedures for maintaining an environment conducive to learning for all students.
Meet with parents to discuss their children's progress and to determine priorities for their children and their individualized educational needs.
Confer with parents, administrators, school psychologists, teachers, social workers, and other professionals to develop individualized education programs (IEPs) designed to promote students' educational, physical, and social/emotional development.
Maintain accurate and complete student records and prepare reports on children and activities, as required by laws, district policies, and administrative regulations.
Establish clear objectives for all lessons, units, and projects and communicate those objectives to students.
Develop plans for effective communication, monitoring, and follow-up of students in inclusive classroom settings.
Collect and maintain data for providing appropriate classroom interventions and monitoring of IEP goals.
Serve as a member of a multidisciplinary team as appropriate.
Assist in preparation of data for local, state, and federal reports.
Maintain professional competence by participating in staff development activities, curriculum development meetings, and other professional opportunities.
Collaborate and provide classroom leadership to paraprofessionals assigned to your caseload students.
Perform related work as required.
The necessary principles and application of theory into practice for effective instruction and positive behavioral supports that are beneficial for implementation with all students with disabilities.
Curriculum and instructional techniques.
The special educator also demonstrates the ability to provide positive behavioral support to students in a group and in an individual setting.
Demonstrates an understanding of the federal, state, and local mandates governing the determination and delivery of special education services.
Completes observations and reports pertaining to learning behaviors of students;
Displays the ability to work effectively with administrators, colleagues, central office and school-based staff, students, parents and community members.
Overall, the special educator possesses excellent human relations skills and a working knowledge of the English language in written and verbal form.
The position also entails significant walking, bending, standing, stooping, and possible physical interventions in order to maintain a safe learning environment.
Assignment may require the ability to physically move students or equipment weighing up to 50 lbs., position students in specialized equipment, and/or change diapers as needed.
Equal Employment Opportunity (EEO) Statement: The Susquehanna Township School District is an equal opportunity employer. We celebrate diversity and are committed to creating an inclusive environment for all employees. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, national origin, disability, or any other characteristic protected by law.
Bachelor's Degree
Teach socially acceptable behavior, as determined by the students' individualized education programs (IEPs) by employing techniques in an overall positive behavioral support system.
Position Title: Psychologist
School Psychologists support students’ learning, social development, and mental and behavioral health using problem solving, comprehensive psychoeducational assessments, data-based decision-making, and the delivery of evidence-based interventions. School psychologists collaborate and consult with educators, families, and other professionals to help create safe, healthy, and supportive learning environments for all students.
To foster a positive and supportive learning environment by providing mental health services, conducting assessments, and collaborating with educators, parents, and school staff to address the social, emotional, and academic needs of students. This will include developing individualized interventions, promoting mental wellness programs, and ensuring students receive the necessary support to thrive academically and personally.
Qualified applicants will have completed an accredited graduate degree program at the specialist level (e.g., Ed.S., M.A. + CAGS; M.A. + CAS; M.S./M.A.) or higher requiring a minimum of 60 graduate credits.
Qualified applicants will hold or be eligible to obtain a valid School Psychologist license/certificate issued by PDE.
Data-Based Decision Making and Accountability School psychologists utilize varied models and methods of assessment and data collection for identifying strengths and needs of individual students and the broader school community, developing effective services and programs, and measuring progress and outcomes.
Consultation and Collaboration School psychologists consult and collaborate with colleagues, students, families and other stakeholders to promote effective implementation of services.
Interventions and Instructional Support to Develop Academic Skills School psychologists, in collaboration with others, use assessment and data collection methods and to implement and evaluate services that support cognitive and academic skills.
Interventions and Mental Health Services to Develop Social and Life Skills School psychologists, in collaboration with others, use assessment and data-collection methods to implement and evaluate services that support socialization, learning, and mental and behavioral health, including but not limited to behavioral supports, individual and group counseling, and social skills training.
School-Wide Practices to Promote Learning School psychologists develop and implement practices and strategies to create and maintain effective and supportive learning environments for children and others (e.g., positive behavior interventions and supports).
Preventive and Responsive Services School psychologists promote services that enhance learning, mental and behavioral health, safety, and physical well-being through protective and adaptive factors and implement effective crisis preparation, response, and recovery.
Family–School Collaboration Services School psychologists implement and evaluate services that respond to culture and context and facilitate family and school partnerships and interactions with community agencies for enhancement of academic and social–behavioral outcomes for children.
Diversity in Development and Learning School psychologists provide effective professional services that promote effective functioning for individuals, families, and schools with diverse characteristics, cultures, and backgrounds and across multiple contexts, with recognition that an understanding and respect for diversity in development and learning and advocacy for social justice are foundations for all aspects of service delivery.
Research and Program Evaluation School psychologists evaluate and apply research as a foundation for service delivery and, in collaboration with others, use various techniques and technology resources for data collection, measurement, and analysis to support effective practices at the individual, group, and/or systems levels.
Legal, Ethical, and Professional Practice School psychologists provide services consistent with ethical, legal, and professional standards; engage in responsive ethical and professional decision-making; collaborate with other professionals; and apply professional work characteristics needed for effective practice as school psychologists, including respect for human diversity and social justice, communication skills, effective interpersonal skills, responsibility, adaptability, initiative, dependability, and technology skills.
1. Crisis Intervention:
While the primary role is to prevent and address long-term mental health concerns, school psychologists may also be involved in crisis management, including helping students and staff during traumatic events or emergencies.
2. Training and Consultation:
They may occasionally provide training or workshops for teachers, parents, and staff on topics related to mental health, behavior management, or special education processes.
This might involve creating or supporting initiatives like bullying prevention programs or mental health awareness campaigns.
3. Administering or Supporting Special Education Services:
Although their main responsibility may be psychological assessment and counseling, school psychologists may assist with the development of Individualized Education Programs (IEPs) or 504 plans for students with disabilities.
They may also help evaluate students for special education services, contributing to multidisciplinary teams.
4. Data Collection and Analysis:
Psychologists may help collect and analyze data for school-wide assessments, academic progress monitoring, or behavior tracking to identify trends or areas of concern that require intervention.
5. Community Outreach and Referrals:
While providing direct mental health services is their main function, they may also assist in connecting students and families with external mental health professionals or community resources.
School psychologists can be involved in coordinating school and community programs, such as family support groups or community health initiatives.
6. Support for School-wide Behavioral Initiatives:
They may assist with the development and implementation of school-wide behavior programs or Positive Behavioral Interventions and Supports (PBIS).
Psychologists often play a role in assessing the effectiveness of these programs and making recommendations for improvements.
7. Research and Program Evaluation:
School psychologists may contribute to research projects or evaluations of the effectiveness of mental health programs or other school-based interventions.
They may work with administrators to review the impact of mental health services and suggest improvements.
Qualified applicants will possess good oral and written communication skills, time management, organizational skills, problem solving, and consultation and collaboration skills. Oral and written communication is required for sharing information with staff and parents. Computer processing and data entry are required for this position. Visual acuity and hearing are required for the delivery of assessment, intervention, and consultation services. Occasional lifting of materials and equipment of less than 25 pounds and assisting with students may be required. The ability to maintain emotional control under stress and work with multiple deadlines, a variety of people and personnel, and frequent interruptions is required.
Position Title: AEDY Instructor
Reports To: Building Principal and Director of Student Services
Position Type: Full-Time, Professional Staff, STEA CBA
Position Summary:
The AEDY (Alternative Education for Disruptive Youth) Instructor is responsible for providing academic instruction and behavioral support to students assigned to the AEDY program. This role ensures compliance with PDE AEDY program requirements while fostering a structured, supportive environment that promotes academic progress and positive behavioral change.
Essential Duties and Responsibilities:
• Deliver standards-based instruction aligned with district curriculum for assigned grade levels and subjects.
• Implement individualized academic plans and behavioral goals for AEDY students.
• Maintain accurate records of student attendance, academic progress, and behavioral data in accordance with PDE reporting requirements.
• Collaborate with school counselors, administrators, and AEDY program staff to monitor student progress and develop reintegration plans.
• Provide a structured classroom environment that supports social-emotional learning and behavioral interventions.
• Communicate regularly with parents/guardians regarding student progress and program expectations.
• Participate in required AEDY training and professional development sessions.
• Ensure compliance with all district policies, PDE regulations, and AEDY program guidelines.
• Valid Pennsylvania teaching certification in appropriate subject area(s).
• Experience working with at-risk or behaviorally challenged students preferred.
• Strong classroom management skills and ability to implement behavioral interventions.
• Knowledge of PDE AEDY program requirements and reporting procedures (preferred).
• Ability to work collaboratively with multidisciplinary teams.
Work Schedule and Compensation:
Follows the teacher work calendar and contractual hours as outlined in the collective bargaining agreement. Compensation, benefits, and leave provisions are governed by the teacher's contract.
Physical and Environmental Requirements:
Ability to work in a classroom setting with students exhibiting disruptive behaviors. Regular standing, walking, and interaction with students.
Position Title: Certified School Nurse Reports To: Director/Assistant Director of Special Education and Student Services Supervises: None
A Certified School Nurse (CSN) is a healthcare professional responsible for promoting and maintaining the health and well-being of students within a school setting. This role combines medical expertise with educational support, ensuring that students can safely engage in their academic and extracurricular activities. The primary responsibilities typically include:
Health Services: Provide first aid and medical care to students who are injured or ill during school hours. Administer medications, manage chronic conditions, and assist with health assessments.
Health Education: Educate students and staff on health-related topics such as nutrition, hygiene, mental health, and disease prevention.
Screenings and Assessments: Conduct routine health screenings (vision, hearing, scoliosis, etc.), track immunization records, and ensure students meet health requirements for school attendance.
Emergency Care Planning: Develop and implement individualized health plans for students with specific medical needs (e.g., diabetes, asthma, allergies).
Collaboration: Work closely with parents, teachers, administrators, and healthcare providers to address student health concerns and ensure proper accommodations are in place.
Record-Keeping: Maintain accurate and confidential health records for students, track medication usage, and ensure compliance with state and federal health regulations.
Crisis Intervention: Respond to emergencies such as accidents, medical crises, or mental health issues, and provide appropriate interventions or referrals.
To provide assessment, screening, planning, intervention, evaluation, counseling, management and/or referrals concerning the health and medical care needs of students for the purpose of minimizing absences due to illness, maximizing educational opportunities, and creating a healthy school climate.
Current Pennsylvania Registered Nurse License
School Nurse Certification
Must meet qualifications of a school nurse as defined in state regulations.
Successful experiences working with pediatric population, preferably in a community or school setting.
Current CPR/First Aid Certification
Ability to think critically and utilize prioritization and problem-solving skills.
Demonstrate patience and high tolerance for frustration.
Ability to effectively use written and verbal skills to communicate with teachers, students, supervisors, and parents.
Ability to participate and communicate as a member of a team.
Demonstrate a high degree of customer service skills and professionalism.
Organizational, clerical, and computer literacy abilities required.
Regular attendance is required.
Other qualifications to the above that the Board may find acceptable and appropriate.
Works collaboratively with health care providers, students, parents, school district staff and community agencies to ensure access and continuity of care for students.
Assists in the establishment and maintenance of a comprehensive school health program.
Collects information about the health development status of students for compliance with state immunization regulations and Board of Education policies.
Conducts school programs of immunization, physical examinations, and sight and hearing testing.
Performs nursing assessment for students who are ill or injured; applies appropriate theory as basis for providing first aid, nursing care, intervention and referrals for those students.
Evaluates nursing care provided and changes plan of care as necessary.
Implements Board policy with respect to the exclusion and readmission of students in connection with certain infectious and contagious diseases (e.g., Tuberculosis).
Maintains accurate records and documentation in accordance with state and federal law, and Board of Education policies.
Develops individual health care plan (ICHP) when needed with specific goals, nursing diagnosis, and interventions delineating school-nursing actions unique to students' needs and for incorporation into the student's individualized educational plan (IEP).
Intervenes as guided by the nursing care plan to implement nursing actions that promote, maintain or restore health, prevent illness and effect rehabilitation.
Serves as a member of school teams as designated health care professional (e.g., Crisis Teams, PPT, Section 504).
Provides guidance, counseling and health education to students, parents and employees as necessary.
Reports to parents, school district personnel, physicians, clinics, and others as needed to meet student health needs.
Provides instruction and training regarding the Heimlich Maneuver, Blood Borne Pathogen training, the school district's Emergency plan, and with regard to providing care for students, including students with disabilities.
Contributes to nursing and school health through innovations in theory; practice and participation in research, including narrative and statistical reports.
Provides medical assessment to school district employees as requested.
Provides health education to students as requested.
Notifies the appropriate person or agency of student's injury/illness in accordance with Board policy as necessary.
Confers with parents, students and school district staff and professionals to interpret health and developmental assessments.
Assist with athletic physicals.
Assist with immunization programs.
Working knowledge of community health services to communicate with others effectively.
Attend monthly nursing department meetings.
Participate in building-level committee meetings.
Collaborate with community partners to address the health and wellness needs of the school community.
Ability to sit for extended periods and perform repetitive movements.
Occasional lifting (20-35 lbs., up to 60 lbs. as needed).
Must possess visual and auditory acuity for communication and office tasks.
Work in a team-oriented environment while maintaining a courteous demeanor.
Position Title: School Counselor
The school years set the foundation for developing the knowledge, attitudes, and skills necessary for children to become healthy, competent, and confident learners. Students are beginning to develop decision-making, communication and life skills, as well as character values. It is also a time when students develop and acquire attitudes toward school, self, peers, social groups, and family.
In order to ensure the overall success of all students, school counselors need to:
Collaborate with staff, parents, and the community to create a safe and respectful learning environment for students
Develop student understanding of career opportunities
Develop social/emotional skills in response to issues students face
Facilitate student and family access to community-based services and resources
Facilitate student and family access to school-based services and resources
Help students achieve academic success
Implement a comprehensive school counseling program for students
Provide education, prevention, early identification, and intervention services for students
Certification as a School Counselor in Pennsylvania.
Master's Degree in School Counseling.
Experience in an educational setting.
Ability to effectively communicate with and work with students, staff, and parents.
Knowledge of Special Education requirements.
Other qualifications to the above that the School Board may find acceptable and appropriate.
Assists students in acquiring knowledge and skills to plan and achieve career goals, e.g. exploring options, interest inventory, career center, career fairs, college/technical advisory, etc.
Assists with scheduling, monitoring, and counseling services for alternative education programs.
Attends student conferences/meetings as assigned and/or as needed.
Demonstrates an understanding of counseling theory, best practice, techniques, and ethics.
Demonstrates knowledge of child development and provides services that are differentiated and developmentally appropriate.
demonstrates knowledge of state and federal regulations and of resources both within and beyond the school and district.
Develops and implements comprehensive student assessment programs which is coordinated to overall student development.
Establishes goals for the counseling program appropriate to the setting and the students served. Goals are measurable and data driven.
Introduces students to a variety of college and/or career opportunities based on personal interest inventories and assessment results.?
Participates in district planning and development committees such as strategic planning, curriculum development, and/or program evaluation.
Plans and assists in planning and coordinating of counselling activities which may include organizing awards ceremonies and maintaining the counseling office website.
Provides clear communication between the sending school and the receiving school for students who are new to the district.
Provides support and/or case management for intervention team activities.
Provides support, outreach, and resources to families of students having social and emotional challenges, e.g. divorce, depression, substance abuse, eating disorders, etc.
Provides teachers with helpful resources and updated information on various counselling topics – helping teachers infuse the counselling content into their in-class curriculum and speak the same language when discussing school wide initiatives.
Responsive Services [ASCA direct service]
Counseling – in individual or small group settings school counselors provide planned, short-term and goal-focused counseling. School counselors are prepared to recognize and respond to student mental health needs and assist students and families in seeking resources.
Crisis response – provides support and assistance to students and families as they navigate crisis and emergency situations.
School counseling core curriculum [ASCA direct service]
Instruction – direct instruction, team teaching, developing learning activities
Group Activities – planned activities outside the classroom promoting academic, career or social/emotional development
Utilizes technology resources to increase the efficiency of program delivery.
Assists students and parents in evaluating their aptitudes and abilities through the interpretation of individual standardized test scores and other pertinent data.
Assists students in developing healthy and positive relationships with peers and adults.
Assists with the enrollment of new students by reviewing and interpreting previous school records, contacting former schools if necessary, and developing a schedule.
Meet students' academic and social needs through individual and facilitated group counseling.
Promote a positive environment within the school and the community to include program delivery, school support activities, and staff support services.
Promotes a culture throughout the school for productive and respectful communication between and among students and teachers.
Provides classroom activities, group counseling, and individual sessions that promote equity and access to rigorous academic programs.
Provides personal guidance and/or crisis-intervention counseling to students.
Uses routines and procedures that have been established and function efficiently for the most part, with little loss of time.
Works with students to develop coping skills to manage stress, anger, and pressure, to develop tolerance for diversity, and to resolve conflicts creatively and nonviolently.
Assesses student needs and knows the range of student needs in the school.
Consultation (ASCA indirect service) - share strategies supporting student achievement with parents, teachers, other educators and community organizations.
Consults and communicates with staff, families, and the community on issues concerning student needs in accordance to the District's Strategic Plan.
Coordinates the district's cyber-school process for individual students including schedule changes.
Counsels individuals and small groups of students toward social, emotional, and/or academic growth.?
Demonstrates flexibility and responsiveness to improve the counseling program making changes as needed in response to student, parent, and/or teacher input.
Following the eligibility decision to design a 504 Plan and in collaboration with families and appropriate professional staff, works with a building principal to write and review the 504 Service Agreement and other written reports as needed or as requested or as required by Federal, State, and local agencies.
Guides individuals and groups of students through the development of life skills. Works with students in acquiring knowledge about, and making effective use of, these skills when interacting in the home, academic, and peer environments.?
Help students make the transition from school to school.
Helps support student academic progress and provide appropriate intervention to achieve school success through appropriate intervention teams.
Participates in the SAP (Student Assistance Program) and other team meetings to address students' academic and behavioral needs – stress student confidentiality.
Provides prevention, intervention, and responsive services to groups and individuals.
Refers students and their parents to special programs, specialists, and other outside agencies.?
Uses a range of counseling techniques to help students acquire skills in decision making and problem solving for both interactions with other students and future planning.
Works in collaboration with case managers to resolve students' educational needs, including supporting Individual Education Plans (IEPs) and Gifted Individual Education Plans (GIEPs).?
Acts as a leader, student advocate, collaborator for the student and counseling program and an agent of systematic change.
Acts as a student advocate in all matters involving students.
Assumes other duties consistent with school counselor role as may be assigned by the administration, but not to interfere with the performance of this role nor to be placed in a disciplinary role.
Collaboration (ASCA indirect service) – works with other educators, parents and the community to support student achievement.
Counselor's reports, records, and documentation are accurate and submitted in a timely manner.
Displays high standards of honesty, integrity, and confidentiality in interactions with colleagues, students, and the public: advocates for students when needed.
Individual Student Planning [ASCA direct service]
Appraisal – assists students in evaluating interests, abilities, skills and achievement
Advisement – assists students in goal setting based on academic, career and social/emotional data
Maintains contact with parents via email, phone conversations, and personal meetings, in a timely manner.
Maintains student records and upholds compliance with the Family?Educational?Rights and Privacy Act (FERPA) and related federal and state laws.?
Maintains, secures, and disseminates student records in accordance with district, state and federal policy and regulation – protects the confidentiality of records.
Participate actively in district events and projects maintaining a positive and productive relationship with colleagues.
Provides clear communication between the sending school and the receiving school for students who are new to the district.?
Provides leadership for the comprehensive counseling program content in a systematic way to all students.
Provides resources for staff and families on issues relating to child development and other issues within the counselor's area of expertise.
Referrals (ASCA indirect service) – support for students and families to school or community resources for additional assistance and information.
Responds to parent correspondence in a timely manner.?
Seeks out opportunities for professional development based on an individual assessment of need - meetings, professional development workshops, in-service programs, etc.
All other duties assigned by the Superintendent of Schools and/or designee.
Individuals must possess these skills, knowledge, and abilities or be able to explain and demonstrate that the individual can perform the essential functions of the job, with or without reasonable accommodation, using some other combination of skills and abilities. Some requirements may exclude individuals who pose a direct threat or significant risk to the health and safety of themselves or other employees.
Ability to communicate clearly, concisely, and effectively, both orally and in writing (appropriate grammar, pleasant voice, affable manner), with the administrative staff, professional staff, support staff, students, parents, and community.
Ability to maintain and disseminate accurate student records, according to District guidelines.
Ability to maintain confidential student reports, according to District guidelines.
Ability to maintain positive staff relationships.
Ability to manage multiple tasks and prioritize the tasks.
Ability to present ideas logically in writing including good proofreading, spelling, and written grammar skills.
Ability to problem-solve.
Ability to provide current career development information to students and staff.
Ability to respond/interact diplomatically in aggressive or threatening situations.
Ability to respond/interact promptly and calmly in emergency situations.
Ability to respond to phone calls, emails, and calendar invitations in a timely manner.
Ability to stand and/or sit for long periods of time.
Ability to work equally well independently as well as a member of a team.
Ability to work in a frequently fast-paced, high-pressure situation.
Ability to work independently in maintaining effective work patterns.
Able to interact effectively with school environment.
Maintains valid PA driver's license.
May be required to stand and/or sit for long periods of time.
Operates office machines, files materials in filing cabinets, and can lift and carry up to 25 pounds, and occasionally in excess of 50 pounds.
Possesses and applies computer skills to the job and can engage in repetitive hand movements as required for using the computer.
Works the hours inherent to the position.
Qualified applicants will possess good oral and written communication skills, organizational skills, problem solving, and consultation and collaboration skills. Oral and written communication is required for sharing information with staff and parents. Computer processing and data entry are required for this position. Visual acuity and hearing are required for the delivery of assessment, intervention, and consultation services. Occasional lifting of materials and equipment of less than 25 pounds and assisting with students may be required. The ability to maintain emotional control under stress and work with multiple deadlines, a variety of people and personnel, and frequent interruptions is required.
Position Title: Paraprofessional
Reports To: Director/Assistant Director of Special Education
Terms of Employment: STESPA CBA
182 Days
To support the educational and developmental needs of students, particularly those with disabilities or special requirements. Your dedication, compassion, and collaboration contribute to creating an inclusive and supportive learning environment where all students can thrive.
As a School Paraprofessional, you will work under the supervision of certified teachers and administrators to provide instructional and non-instructional support to students in a school setting. Your primary role is to assist students with diverse learning needs, including those with disabilities or special requirements, to help them succeed academically, socially, and emotionally.
High school diploma or equivalent (some positions may require additional education or training).
Highly Qualified Certification (if less than an associate's degree).
Experience working with children or individuals with disabilities preferred.
Strong interpersonal, communication, and teamwork skills.
Patience, empathy, and a genuine desire to help students succeed.
Ability to follow directions, maintain confidentiality, and work effectively under supervision.
Willingness to adapt to changing needs and responsibilities in a school environment.
Student Support: Provide one-on-one or small-group support to students in various instructional settings, including classrooms, resource rooms, and specialized programs. Assist students with understanding and completing assignments, reinforcing learning concepts, and developing academic skills.
Behavioral Support: Implement behavior management strategies and interventions to support students' social and emotional development and promote positive behavior. Model appropriate behavior and social skills, reinforce expectations, and provide encouragement and positive reinforcement.
Instructional Assistance: Assist certified teachers in delivering instructional activities and implementing lesson plans. Provide support during instructional activities, demonstrations, and assessments. Adapt materials and resources to meet the individual needs and learning styles of students.
Personal Care: Provide personal care and assistance to students with disabilities or special needs, including toileting, feeding, mobility support, and other activities of daily living. Follow individualized education plans (IEPs) or accommodation plans to ensure that students' physical and personal needs are met.
Communication: Maintain open and positive communication with teachers, administrators, parents, and other members of the educational team regarding student progress, concerns, and needs. Share observations, feedback, and relevant information to support student success and well-being.
Safety and Supervision: Supervise students in various settings, including classrooms, hallways, lunchrooms, and playgrounds, to ensure their safety and well-being. Monitor student behavior, intervene in conflicts or disruptive situations, and enforce school rules and procedures.
Materials Preparation: Assist in the preparation and organization of instructional materials, learning aids, and classroom resources. Set up equipment, technology, and assistive devices as needed to support student learning and participation.
Data Collection: Collect and record data on student progress, behavior, and performance as directed by teachers or administrators. Maintain accurate and confidential records of student information, assessments, and interventions.
Professional Development: Participate in training sessions, workshops, and professional development opportunities to enhance knowledge and skills related to supporting students with diverse needs. Stay informed about best practices, strategies, and resources for working with special populations.
Collaboration: Collaborate with teachers, therapists, counselors, and other support staff to develop and implement individualized plans and strategies for students with disabilities or special needs. Participate in team meetings, case conferences, and parent-teacher conferences to discuss student progress and interventions.
Assisting with Administrative Tasks: Helping with filing, copying, or other clerical work as needed by teachers or school staff.
Supervising Lunch or Recess: Overseeing students during non-instructional times like lunch or recess to ensure safety and appropriate behavior.
Helping with Classroom Set-Up: Assisting with preparing materials or arranging the classroom before or after lessons, including setting up technology.
Monitoring Students during Testing: Being present during standardized testing or other assessments to ensure students follow proper procedures.
Providing Support during School Events: Assisting during school assemblies, field trips, or other extracurricular activities.
Assist with Hygiene and Personal Care: Supporting students who may need assistance with personal care, such as washing hands or handling personal belongings.
Occasional lifting
Work in a collaborative environment while maintaining a courteous demeanor.
Must be able to work with limited supervision.
Highly Qualified Certification (if less than an associate’s degree).
Position Title: Paraprofessional Reports To: Director/Assistant Director of Special Education Supervises: None Terms of Employment: STESPA CBA
Job Summary: To support the educational and developmental needs of students, particularly those with disabilities or special requirements. Your dedication, compassion, and collaboration contribute to creating an inclusive and supportive learning environment where all students can thrive.
Job Goal: As a School Paraprofessional, you will work under the supervision of certified teachers and administrators to provide instructional and non-instructional support to students in a school setting. Your primary role is to assist students with diverse learning needs, including those with disabilities or special requirements, to help them succeed academically, socially, and emotionally.
Reports To: Principal Supervises: None Terms of Employment: Student days and compensation per district guidelines.
A school crossing guard is a person responsible for ensuring the safety of children as they cross the street, particularly near schools. They help manage traffic flow, direct pedestrians, and ensure students cross safely, especially during busy times such as before and after school hours. Their duties may include signaling vehicles to stop, helping children cross at crosswalks, and sometimes educating students about road safety. School crossing guards play a key role in preventing accidents and promoting a safe environment for students walking to and from school. Hours are 8:00am-9:00am and 3:00pm-4:00pm.
Hours – M-TH, 7AM-3PM $15.00 per hour
Job responsibilities include:
