Openings as of 1/22/2026
Position Title: Assistant Principal Reports To: Principal Supervises: Building Staff
Terms of Employment: Act 93 Agreement
Job Summary:
The Assistant Principal works closely with the principal to assist in the overall administration of the school. This role involves implementing educational programs, managing student behavior, supporting faculty and staff, and fostering a safe and welcoming school environment. The assistant principal also plays a critical role in guiding student discipline, handling administrative tasks, promoting academic achievement, and ensuring compliance with local, state, and federal regulations.
Job Goal:
Support the principal and ensure the smooth operation of the educational institution. Works collaboratively with the principal, teachers, students, and community to create a positive and supportive learning environment.
Job Description:
Qualifications:
Master’s degree in education, Educational Leadership, or a related field.
Valid Pennsylvania administrative certification (out of state must be eligible for PA administrative certification).
Demonstrated experience in instructional leadership (an understanding or experience in competency-based learning is preferred, though not required).
Strong understanding of educational equity, culturally responsive practices, and inclusionary strategies.
Excellent communication, collaboration, interpersonnel and presentation skills.
Proven ability to lead change initiatives, build consensus and drive results.
Experience working with diverse student populations and engaging families and communities in educational partnerships.
Demonstrated ability to manage large-scale projects and initiatives with autonomy.
Exceptional organizational skills and attention to detail.
Technological proficiency including mastery of Office Suite Software.
Demonstrated drive and initiative.
Demonstrated strategic thinker who can contribute to a high-functioning leadership team.
Valid driver’s license and reliable transportation required.
Administrative Duties:
Assist the principal in overseeing the day-to-day operations of the school.
Implement and enforce school policies and procedures.
Coordinate with faculty and staff to ensure compliance with state and federal regulations.
Manage school scheduling, including classes, events, and meetings.
Student Discipline and Behavior Management:
Address student behavior issues and disciplinary matters.
Work with teachers, counselors, and parents to develop and implement behavior intervention strategies.
Conduct investigations and administer disciplinary actions as necessary, following school policies and guidelines.
Curriculum Development and Instruction:
Collaborate with teachers to develop and implement curriculum standards and instructional programs.
Support teachers in implementing effective teaching strategies and classroom management techniques.
Monitor and assess student academic progress, working to improve student achievement and outcomes.
Teacher Supervision and Evaluation:
Observe classroom instruction to provide feedback and support for professional growth.
Conduct teacher evaluations in accordance with school district policies and procedures.
Facilitate professional development opportunities for faculty and staff.
School Leadership and Community Engagement:
Assist the principal in providing leadership and vision for the school community.
Represent the school at meetings, events, and community functions.
Foster positive relationships with students, parents, staff, and community stakeholders.
Safety and Crisis Management:
Develop and implement safety protocols and emergency procedures.
Coordinate drills and training sessions to prepare students and staff for emergencies.
Respond to crises and incidents as they arise, ensuring the safety and well-being of students and staff.
Data Analysis and Reporting:
Collect, analyze, and interpret data related to student achievement, attendance, and behavior.
Prepare reports and presentations for school leadership, district administration, and other stakeholders.
Use data to identify areas for improvement and inform decision-making.
Professional Development and Continuing Education:
Stay current on educational trends, research, and best practices.
Participate in professional development opportunities to enhance skills and knowledge.
Pursue continuing education and advanced degrees as appropriate.
Marginal Functions?:
Disciplinary Support: While the assistant principal may not be responsible for every aspect of discipline, they may assist in managing student behavior, handling minor infractions, and ensuring that school rules are followed.
Supervision of Extracurricular Activities: While the principal may oversee the major programs, the assistant principal often supports extracurricular activities, such as overseeing sports events, student clubs, and organizing school assemblies.
Teacher Evaluation and Support: While the primary responsibility for evaluating teachers may lie with the principal, the assistant principal may assist in the evaluation process, offering support for professional development, observing classes, and providing feedback.
Communication with Parents and the Community: The assistant principal may handle some communication with parents, especially when dealing with disciplinary issues, attendance concerns, or specific academic support needs.
Crisis Management: While the principal generally leads the school’s crisis response, the assistant principal may be involved in emergency preparedness, managing specific parts of a crisis, or overseeing the welfare of students during a crisis.
Managing Schedules and Events: The assistant principal may help in scheduling meetings, creating the school calendar, or assisting in the planning of school events like parent-teacher conferences, graduation, or orientation programs.
Overseeing Facilities and School Safety: While the principal is primarily responsible, the assistant principal might also be involved in ensuring school facilities are safe and in good condition, often conducting walk-throughs or helping with facility management.
Assisting in Policy Implementation: The assistant principal helps enforce and implement school policies, sometimes working with teachers, students, or parents to ensure policies are understood and followed.
Data Analysis and Reporting: The assistant principal may be involved in tracking school performance metrics, student achievement, and other data, then using that information to inform improvements and decisions.
Physical/Mental/Environmental Demands:
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.
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:?
High school diploma or equivalent required, teaching certification preferred but not required.
Prior coaching experience and/or background as a participant in the sport preferred.
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.
Strong leadership, communication, and interpersonal skills.
Ability to effectively supervise and mentor adolescent students.
Essential Functions?:?
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.
Follow all district board policies and procedures.
Model and reinforce positive behavior, sportsmanship, and adherence to the team’s expectations.
Ensure all students follow and adhere to the student code of conduct.
Maintaining Professional Adult/Student Boundaries.
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.
?Physical/Mental/Environmental Demands:?
Evening and weekend hours required during the sports season.
Exposure to varying weather conditions during outdoor practices and competitions.
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 Assistant Head Coach
Reports To:Head Coach, Athletic Director, and Building Principal
FLSA Status: Stipend/Supplemental Position
Position Type: Seasonal (as assigned)
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.
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.
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.
Variable schedule with practices and events held on evenings and weekends.
Exposure to indoor and outdoor environments, including varying weather conditions.
Position Title: Assistant Head Soccer Coach
Reports To:?Head Coach, Athletic Director, and Building Principal
?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:?
Position Title:Assistant Head Soccer Coach
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
Exempt
188 Days
A school teacher's role is multifaceted, encompassing instructional, managerial, and interpersonal responsibilities aimed at fostering student learning and development.
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.
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.
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.
Position Title: Business Education Teacher
Job Posting: Math Teacher Susquehanna Township School District Susquehanna Township Middle School 2025-2026 School Year
Position: Full-Time Math Teacher Location: Susquehanna Township Middle School Start Date: August 2025
Overview: The Susquehanna Township School District endeavors to be a world-class school district with performance excellence expectations for all employees. We are currently seeking a dedicated and compassionate Math Teacher at Susquehanna Township Middle School for the 2025-2026 school year. The ideal candidate will be committed to supporting students with diverse learning needs and helping them achieve their full academic potential in an inclusive classroom setting.
The Susquehanna Township School District does not discriminate in employment, education programs, or activities based on race, sex, handicap, or national origin. This policy of non-discrimination extends to all other legally protected classifications in accordance with state and federal laws including Title IX of the Education Amendments of 1972 and Section 503 and 504 of the Rehabilitation Act of 1973.
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.
Job Posting: Special Education Teacher - Emotional Support Susquehanna Township School District Susquehanna Township Middle School 2025-2026 School Year
Position: Full-Time Special Education Teacher - Emotional Support Location: Susquehanna Township Middle School Start Date: August 2025
Overview: The Susquehanna Township School District endeavors to be a world-class school district with performance excellence expectations for all employees. We are currently seeking a dedicated and passionate Special Education Teacher for Emotional Support at Susquehanna Township Middle School for the 2025-2026 school year. The ideal candidate will be committed to providing students with emotional and behavioral support in an inclusive and structured classroom environment. This role offers an opportunity to positively impact students' academic and social-emotional development. Qualifications:
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: Paraprofessional
Terms of Employment: STESPA CBA
Non-Exempt
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.
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.
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.
Reports To: Director/Assistant Director of Special Education
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.
Job Title: Lunch Monitor Reports To: School Principal Job Summary: The Lunch Monitor is responsible for assisting the building principal and stuff in supervising students during lunch periods to ensure a safe, orderly, and respectful environment in the cafeteria, lunchroom, and/or designated eating areas. The monitor enforces school rules, encourages positive behavior, and assists with basic clean-up tasks.
1. Supervise and maintain order in the cafeteria according to the procedures and guidelines established by the building principal and Susquehanna Township School District.
2. Direct students in and out of the cafeteria.
3. Assist students who are having difficulty with routine lunch tasks such as opening milk cartons, unwrapping utensils, etc.
4. Report concerns and/or problems to classroom teacher or principal depending on the nature of the problem.
5. Maintain the same high level of ethical behavior and confidentially of information about students.
6. Alerts teacher and or building principal to any problems or special information about an individual student.
9. Provide any other services as requested by the building principal.
Guidelines for Helping to Maintain Proper Lunchroom Conditions:
1. State and Federal laws permit only authorized employees in the kitchen area during serving time.
2. No student is to be forced to eat food served. Our obligation is to provide a balanced meal. We are not to force a child to eat his/her lunch. We should, however, encourage good food and eating habits.
3. Building aides are not permitted to eat while on duty.
4. According to state and federal laws, children are not permitted to exchange food.
5. Building aides and children are not permitted to take uneaten food from the lunchroom.
6. Children should be permitted to talk in conversational tones. The lunchroom should convey a comfortable and friendly environment.
7. Children who are misbehaving should be reported to the proper professional employee.
8. Children are permitted to go to the lavatory after obtaining permission from the building aide.
9. Children should go directly back to their rooms after eating lunch.
10. In case of an accident during lunch period, the classroom teacher, principal or nurse should be notified.
11. Building aides are to assist students in the cafeteria. Qualifications:
Hours – M-TH, 7AM-3PM $15.00 per hour
Job responsibilities include:
