TITLE:	Part-Time Licensed Athletic Trainer
REPORTS TO:	Director of Athletics

Purpose: A licensed athletic trainer will have the primary responsibility of assisting students in injury prevention, injury assessment, rehabilitation, and protective devices.

Core Values:

As a Pal-Mac staff, we believe that we can achieve our vision and accomplish our mission if, in all of our work, we focus on clearly defined and consistently demonstrated core values. 

In all of our actions and interactions we:

• Focus on students
• Value the power of positive relationships
• Act with integrity and honesty
• Work with a purpose, striving for excellence, pride and passion
• Approach experiences with an open mind and a willingness to grow
• Foster safety and a sense of belonging

Expected Results:

1. The Licensed Athletic Trainer will work with our student athletes to prevent, treat, and rehabilitate injuries by:

• Establishing an effective athletic training program for high school and middle school athletics.
• Providing 1st aid and injury assessment/treatment/rehabilitation/reconditioning for student-athletes. The athletic trainer will also be responsible for making appropriate physician referrals.
• Providing coverage at home events and select practices from the beginning of the fall sports season to the conclusion of the spring sports season.
• Providing training room hours for preventative and rehabilitation services.
  • Anticipated schedule: two days a week from 2:30pm-4:30pm.  The schedule will be determined by the Director of Athletics.
• Supervising the clearance of injured athletes prior to and during the sports seasons.
• Maintaining a line of communication with the Director of Athletics, or designee, regarding athletic health care and recommended treatment/rehabilitation for all athletic injuries.
• Assisting student athletes in preventive care.
• Maintaining an effective and efficient athletic training room.
• Maintaining communication with parents on the care & treatment of their student-athletes.
• Filing all necessary reports associated with athletic injuries and/or incidents.
• Maintaining a daily treatment log.
• Overseeing the ordering of supplies and equipment pertaining to the athletic training room and maintaining an up-to-date inventory.
• Providing the Director of Athletics, or designee, with an annual budget for supplies and equipment.
• Equipping each team with appropriate medical equipment.
• Assisting in the selection and fitting of protective equipment, including special taping, pads or braces.
• Sharing professional literature relative to athletic training with the school’s coaching staff.

2.   All parents, students, community members, employees, and all visitors to the Palmyra-Macedon CSD will experience the Pal-Mac Way by: 

• Greeting parents, students, community members, employees, and all visitors with a friendly and helpful attitude.
• Displaying a customer service approach when working with others in person, on the phone, and through written and electronic communication.
• Being attentive to the needs of all individuals who request their assistance.
• Communicating clearly, both verbally and in writing.
• Utilizing their skills to de-escalate a situation when other people are in a heightened or excited state.

3.  The Licensed Athletic Trainer will perform all other duties as assigned by the Director of Athletics, or designee.

TITLE: Bus Driver
REPORTS TO: Transportation Supervisor
Purpose: The Substitute Bus Driver will have the primary responsibility of operating a Commercial Motor
Vehicle large automotive vehicle. The operator drives a school bus on an assigned route and for
special events. The operator is responsible for the safety and conduct of the passengers. The Substitute Bus
Driver will also have the primary responsibility of being the “face” of the building/department
and ensuring all patrons receive a warm and friendly greeting. This Result Oriented Job
Description is in conjunction with the job description provided by the Wayne County Civil
Service.

Guiding Philosophy of a Palmyra-Macedon Bus Substitute Driver

•  Embrace learning for all.
•  Create and enthusiastically be part of a collaborative culture.
•  Value collective capacity through job-embedded professional learning.
•  Focus on results and not activities.
•  Implement changes for its effect on increased student achievement and the overall enhancement of the organization.
•  Embrace the model of continuous improvement.

Expected Results:
1. The Substitute Bus Driver will ensure our students will be safely transported to and from school and school-sponsored events by:

•  Safely operating a school bus or school transportation vehicle on a regular schedule or on special occasions, including under difficult driving and road conditions.
•  Implementing current, relevant knowledge of driving safety practices, traffic laws, and regulations.
• Demonstrating mental alertness in and around a school transportation vehicle.
•  Checking the operational condition of the school transportation vehicle before starting on a trip.
•  Reporting any operational defect to the Head Mechanic.
•  Informing children about safety practices.
•  Maintaining orderly conduct of children on and around the school transportation vehicle.
•  Keeping the interior and exterior of the vehicle clean and neat.
•  Operating a different school transportation vehicle such as a Type A, B or C School Bus.
•  Maintaining records of mileage, routes, and times.
•  Documenting and reporting incidents to the immediate supervisor within the required timeframe of the event.
•  Maintaining and updating routes and pick-up points.
•  Report all mechanical defects to Head Mechanic.

 Participating in all required school districts and Department of Motor Vehicles and SED training.

•  Following all rules, regulations, and laws associated with driving a school bus.
•  Following all requirements, regulations, and policies outlined in the Collective Bargaining Agreement and Transportation Handbook.

2. The Substitute Bus Driver will ensure all parents, students, community members, employees, and all
    visitors to the Palmyra-Macedon CSD will experience the Pal-Mac Way by:

•  Greeting parents, students, community members, employees, and all visitors with a friendly and helpful attitude.
•  Displaying a customer service approach when working with others in person, on the phone, and through written and electronic communication.
•  Being attentive to the needs of all individuals who request their assistance.
•  Communicating clearly, both verbally and in writing.
•  Utilizing their skills to de-escalate a situation when other people are in a heightened or excited state.
•  Being dependable.
•  Being patient.

3. The Bus Driver will assume other duties, projects and responsibilities as assigned by the Building Administrator or Department           Supervisor/Director.
The Substitute Bus Driver will possess the following minimum qualities, qualifications, skills, and/or abilities:

•  Physical condition commensurate with the demands of the position.
•  21 years of age.
•  Current Commercial Driver’s License-B with Passenger endorsement, and School Bus endorsement.
•  Pass the Physical Performance Test.
•  Pass and maintain 19-A Physical Examination Clearance and any other required follow up examinations.
•  Must satisfy the requirements for School Bus Driver set forth in the Rules and Regulations of the New York State Commissioner of Education part 6 and section 509.
•  Fingerprint and background check clearance.
•  Evidence of an open, collaborative style that fosters a sense of teamwork and common purpose.
•  Proven people skills and is an effective communicator with a sense of humor. The successful candidate will be positive, approachable, and respectful of others.
•  Willingness to become an active, engaged and visible member of the Pal-Mac community.
•  A clear communicator in both oral and written language.
•  Work collaboratively with other staff members, administrators, students, and parents.
•  Use problem-solving and critical thinking skills.
•  Listens first.

Evaluation:
The Substitute Bus Driver will report to the Transportation Supervisor and be evaluated by the District approved document.

TITLE: Substitute Teacher
REPORTS TO: Building Principal
LENGTH OF YEAR: Per Diem
LENGTH OF DAY: Will Follow Building Schedule

Purpose: A substitute teacher will have the primary responsibility of promoting the education of the students of the Palmyra-Macedon Central School District in the absence of the regular teacher. Substitute teachers will guide students in attaining the knowledge and skills necessary for success during their educational career as well as preparing our students to become college and career ready after graduation. Substitute teachers will help students learn the skills and attitudes necessary to achieve a responsible, productive, and fulfilling life in our changing world.

Guiding Philosophy of a Palmyra-Macedon Substitute Teacher

• Embrace learning for all.
• Creating and enthusiastically being part of a collaborative culture.
• Value collective capacity through job-embedded professional learning.
• Focus on results and not activities.
• Implement change for its effect on increased student achievement and the overall enhancement of the organization.
• Embrace the model of continuous improvement.

Expected Results:

1. Substitute teachers will ensure students are engaged in lessons that reflect the teacher’s understanding of content knowledge, pedagogy, and best practices by:

• Establishing a culture of learning within their classrooms.
• Implementing the instructional plans prepared by the teacher. When in long-term placement, creates instructional plans in accordance with the district curriculum.
• Preparing lessons with the appropriate level of content and relevant learning activities that are suitable to diverse learners and support the instructional outcomes.
• Engaging students in lessons and activities to students in a compelling, clear, and challenging way.
• Using real-world context and integrating technology when appropriate.
• Continually assessing and analyzing student learning, and making adjustments that have a positive impact on student learning.
• When in a long-term placement, assessing student work and giving feedback to students in a timely manner.
• Searching and utilizing best practices.
• Anticipating student misconceptions and planning their lessons to accommodate for the misconceptions.
• Reflecting upon lessons taught and making adjustments where appropriate to enhance student learning.
• Conducting and/or attending staff development opportunities, when applicable.

2. When in a long–term placement, data will be collected and used to improve instruction by:

• Designing and administering summative and formative assessments that align with the District adopted standards and curriculum.
• Collecting and analyzing summative and formative data from student work.
• Sharing and having professional discussions around collected data with colleagues and administrators.
• Utilizing collected data to gauge student learning and develop plans to improve student learning.

3. Positive relationships with students and their families will be created and maintained by:

• Creating clear standards of conduct for student behavior.
• Interacting with students in a respectful and caring manner.
• Responding to student needs in a manner sensitive to the students’ needs.
• When in a long–term placement, contacting parents on a regular basis with feedback on students’ areas of growth and areas of concerns.
• When in a long–term placement, posting grades weekly to the Parent Portal.

4. When in a long–term placement, positive and collaborative relationships with colleagues will be created and maintained by:

• Participating in professional development opportunities to share and/or acquire new best practices in teaching.
• Sharing successful lessons and activities with colleagues as appropriate.
• Actively participating in a collaborative team.

5. Substitute teachers will fulfill their professional responsibilities by:

• Holding the highest standards of honesty, integrity, and confidentiality.
• Being highly proactive in being an advocate for all students in the district.
• Maintaining reasonable rules of conduct which encourage self-discipline and responsibility.
• Meeting and instructing assigned classes in the locations and at the times designated.
• Taking all necessary and reasonable precautions to protect students, equipment, materials, and facilities.
• Maintaining records as required by law, District policy, and administrative regulations.
• Assisting the administration in implementing all policies and rules governing student life and conduct.
• Serving as a positive role model for students, demonstrating professionalism that includes a positive attitude and positive and respectful communication.
• Holding and communicating high expectations of student achievement and behavior.
• When in long-term assignments, attending staff meetings and performing actively on committees as required by the administration.
• Meeting accepted standards of professional behavior.
• Supporting the Mission and Vision of the District.
• Maintaining a professional appearance.
• Maintaining a professional and positive rapport with parents, coworkers, and administrators.

6. All parents, students, community members, employees, and all visitors to the Palmyra-Macedon CSD will experience the Pal-Mac Way by:

• Greeting parents, students, community members, employees, and all visitors with a friendly and helpful attitude.
• Displaying a customer service approach when working with others in person, on the phone, and through written and electronic communication.
• Being attentive to the needs of all individuals who request their assistance.
• Communicating clearly, both verbally and in writing.
• Utilizing their skills to de-escalate a situation when other people are in a heightened or excited state.

7. Substitute teachers will perform all other duties as assigned by the Building Principal.

Substitute teachers will possess the following minimum qualities, qualifications, skills, and/or abilities:

• Possess the proper New York state certification for the position or appropriate education.
• Physical condition commensurate with the demands of the position.
• Evidence of an open, collaborative style that fosters a sense of teamwork and common purpose.
• Proven people skills and is an effective communicator with a sense of humor. The teacher will be positive, approachable, and respectful of others.
• Willingness to become an active, engaged and visible member of the learning community.
• A clear communicator in both oral and written language.
• Work collaboratively with other staff members, administrators, students, and parents.
• Use problem-solving and critical thinking skills.
• Listens first.
• Ability to occasionally travel extended distances, including overnights.

Evaluation: Substitute teachers will be evaluated by the building principal.

 

 

POSITION	School Psychology Interns - 2 anticipated openings
LOCATION	District

Purpose: A school psychologist intern will have the primary responsibility of working with our school psychologist assisting students in their academic, social, emotional and personal development.  

Core Values:

As a Pal-Mac staff, we believe that we can achieve our vision and accomplish our mission if, in all of our work, we focus on clearly defined and consistently demonstrated core values. 

In all of our actions and interactions we:

• Focus on students
• Value the power of positive relationships
• Act with integrity and honesty
• Work with a purpose, striving for excellence, pride and passion
• Approach experiences with an open mind and a willingness to grow
• Foster safety and a sense of belonging

Expected Results:

1. School psychologist interns will work with all students, school staff, families and members of the community as an integral part of the educational program by:

• Providing counseling service for all students.
• Being available at the appropriate Open House.
• Encouraging parental involvement.
• Coordinating with community agencies including medical, judicial, social service and mental health services for the purpose of determining appropriate treatments, etc. to meet the needs of specific students.
• Consulting with students, parents, teachers, administrators and members of both the school and the student services team to define and implement developmentally appropriate learning strategies, instructional and/or behavioral interventions, as well as socio-emotional support for students.
• Assisting in the evaluation, planning and program development for children with disabilities and/or those referred to the Pupil Personnel Service (PPS) team and Multi-Tiered Systems of Support (MTSS) team.
• Working closely with staff members, parents and other specialists to conduct comprehensive assessments in accordance with best practice, as well as federal and state regulations.
• Serving as a resource for colleagues to assist teachers in the development of remedial techniques regarding instructional strategies, assessment, accommodations and/or modifications to the curriculum and programs, including the development of Behavioral Intervention Plans, applicable to particular classroom situations.
• Making recommendations for additional services when appropriate, including the referral of the student/family to community agencies, services and programs as needed.
• Initiating and planning in-service programs for staff, parents and community members.

2. School psychologist interns will promote school success through a focus on academic achievement prevention and intervention activities, advocacy, and social/emotional counseling by: 

• Promoting youth development through individual counseling, group counseling and classroom guidance in:
  • Self-esteem
  • Family relationships
  • Social skills
  • Problem-solving, decision-making, and goal setting
  • Conflict resolution
  • Avoiding drug and alcohol use
  • Dealing with grief and loss issues
  • Anger management
• Being a collaborative member of special programs, if applicable, such as the Primary Project, Eagles, and Bridges programs.
• Conducting home visits to meet with parents and students.
• Coordinating services provided by other agencies (counseling, tutoring, and mentoring).
• Assisting with student support services to remove barriers to academic success (as part of RtI) such as attendance problems, family-related issues, health and nutrition related issues, and mobility/transfer issues.
• Being a member of the building’s Crisis Team.
• Providing psychological counseling to students individually and in small groups to help them to achieve personal, social, and emotional development and making referrals to appropriate community resources.
• Counseling students, parents and guardians for the purpose of enhancing student success in school. 
• Intervening in occurrences of inappropriate behavior of students for the purpose of assisting students in modifying such behavior and developing successful interpersonal skills.
• Developing behavior plans, curriculum modifications, etc. for the purpose of implementing treatment programs.
• Consulting and conferring with instructional and administrative personnel on the development and implementation of instructional methods and procedures designed to facilitate learning and help to overcome learning and behavioral disorders.

3. School psychologist interns will evaluate student needs and work to promote student success by:

• Being a member of the school’s Pupil Personnel Service (PPS) team and Multi-Tiered Systems of Support (MTSS) team.
• Identifying and conferring with students struggling to succeed in their academic classes.
• Responding to referrals; consulting with teachers and administrators.
• Administering standardized and/or supplemental assessments for the purpose of measuring the intellectual, adaptive, academic, social and emotional development of children and/or determining eligibility for services in compliance with regulatory requirements.
• Interpreting the results of psychological testing and assisting in the development and coordination of an appropriate Individualized Education Plan for each student requiring special education and/or related services and participating in the ongoing evaluation of the academic progress and educational placement of classified students.
• Assessing students' functional capabilities and home and/or classroom environment for the purpose of determining student's functional level and developing recommendations and/or placement.
• Compiling information from a variety of sources (e.g. teachers, nurses, probation officers, mental health agencies, other professionals, etc.) for the purpose of producing a comprehensive evaluation report in compliance with established guidelines.
• Communicating with students and/or parents with teachers and/or other personnel for the purpose of evaluating situations, solving problems and/or resolving conflicts. 
• Consulting with teachers, parents, other personnel and/or outside professionals for the purpose of providing requested information, developing plans for services and/or making recommendations.
• Serving as a member of the kindergarten screening team assessing student readiness for school and consulting with parents and school personnel about screening results, as needed.

4. School psychologist interns will ensure that every student benefits directly from the school psychology program by:

• Being current on the knowledge and skill in using psychological instruments to evaluate students.
• Researching resources and methods (e.g. intervention and treatment techniques, assessment tools and methods, community resources, etc.) for the purpose of determining the appropriate approach for addressing students' functional goals.
• Working with the Building Principal to evaluate the psychology program and explore ways to improve the program.
• Supervising the appropriate use and confidentiality of student records; maintaining reports of contacts with pupils, parents, school conferences, agency contacts, etc.; and fulfilling all paperwork requirements as required by District policy, procedure and/or state regulation.
• Preparing a wide variety of written materials (e.g. extension requests, correspondence, memos, behavior plans, Medicaid billings, reports, required documentation, Psych Ed Summary, Psych Report, etc.) for the purpose of documenting activities, providing written reference, and/or conveying information.
• Communicating clearly and succinctly in both oral and written form, completing all evaluations in a thorough, comprehensive and timely fashion.
• Serving on established committees and attending meetings as required and is prepared with all required documents/information.
• Demonstrating a clear and comprehensive understanding of New York State Common Core Learning Standards, graduation requirements, as well as federal and state mandates, legislation, and governing regulations in the area of special education.
• Showing a clear commitment to professional growth and skill development.
• Facilitating meetings, processes, etc. for the purpose of meeting curriculum guidelines and/or ensuring that state mandates are achieved.
• Implementing school wide program development and program evaluation (e.g. crisis intervention services, etc.) for the purpose of ensuring effective programs to assist children who experience physical, mental, social or emotional difficulties.
• Participating in meetings, workshops and seminars as assigned for the purpose of conveying and/or gathering information required to perform functions. 
• Serving as a required member of the Committee on Special Education and assisting in the development and monitoring of Individualized Education Plans for students with special needs.
• Being an integral member of the school and District Dignity for All Students (DASA) program.
• Assisting in the development and delivery of in-service programs and parent seminars. 
• Maintaining professional competence through continuing education and other professional growth activities.
• Assisting in the development of prevention programs and providing counseling and crisis intervention for individuals and small groups as the need arises and time permits.
• Supervising interns, practicum students and others for the purpose of monitoring performance, providing for professional growth and achieving the overall objectives of the school's curriculum.

5. All parents, students, community members, employees, and all visitors to the Palmyra-Macedon CSD will experience the Pal-Mac Way by: 

• Greeting parents, students, community members, employees, and all visitors with a friendly and helpful attitude.
• Displaying a customer service approach when working with others in person, on the phone, and through written and electronic communication.
• Being attentive to the needs of all individuals who request their assistance.
• Communicating clearly, both verbally and in writing.
• Utilizing their skills to de-escalate a situation when other people are in a heightened or excited state.

6. School psychologist interns will perform all other duties as assigned by the Building Principal or Director of Special Services.