Paraprofessional for PS 84

• School Name: PS 84
• District: 31
• School Site: 45 Waverly Pl, Staten Island, New York, 10304
• Send Cover Letter and Resume to: resume.ps84r@gmail.com

POSITION

Paraprofessional

DESCRIPTION

At PS 84 we believe that an individual’s skill level should not solely be measured by their success, but rather be measured by their journey and experiences. At PS 84 we understand the importance of supporting all learners on an individual level, both academically and socially, as contributing members of our community. We are committed to providing a safe space for ALL learners where students have an opportunity to celebrate their identity and share their voice. We believe that change will happen because of the uniqueness of our community as we empower students to take an active role in their learning while celebrating diverse experiences and perspectives. At PS 84, we will live each day by our core values, the 4 L’s, Learn, Live, Love and Lead.

Learn- Life long learner (Growth Mindset)

Live- Uniqueness (in service of others, citizenship)

Love- empathy and compassion

Lead- Leadership (proactive/ independence/ Perseverance)

Mission

Public School 84 will be a NYC Outward Bound School. NYC Outward Bound Schools focus on the following:

• challenge and supports students to do their best work
• uses adventure, joy, and challenge as a catalyst for personal growth, community connection, and social change
• grounds academic content in real-world issues and concerns
• promotes a sense of belonging and teamwork, as well as individual initiative
• provides opportunities for leadership and demonstrations of learning
• places character and intellectual development on equal footing

This educational approach, guided by the continuous improvement method and mindset, works to disrupt inequitable educational systems and unleash students’ capacity as change agents

We use the Expeditionary Learning Education model, which has its roots in NYC Outward Bound.

Expeditionary Learning is an educational system that differs from traditional systems in three main ways:

• In Expeditionary Learning schools, students learn by conducting "learning expeditions" rather than by sitting in a classroom being taught one subject at a time.
• Expeditionary Learning works on developing the character — as well as the intellect — of students.
• Expeditionary Learning changes not only how students learn but also a school's culture.

We are a diverse community committed to empowering students and staff to respect multiple perspectives and backgrounds. We strive to plan a curriculum that is innovative so that we are empowering our young people to take an active role in their learning by engaging in deep conversation, cross curricular connection, and assessing learning in the moment. We will support students in leveraging their abilities through social and emotional learning (SEL), team building, collaboration (CREW), and voice through numerous leadership opportunities.

We will also embed social justice into our culture at PS 84. Social Justice reminds us that everyone deserves equal rights and opportunities and to be treated without prejudice. When institutions make decisions or act in ways that discriminate against someone because of their race, religion, age, economic status, gender or sexuality, this is a social injustice.

We will practice social justice by…

• Speaking out against injustice
• Speaking up for those who cannot
• Creating equity in our classroom
• Participating in creating equal rights, opportunities and treatment for all.

Our Motto:

(Learn to Live, Live to Love, and Love to Lead)

A five-day summer planning institute will offer an essential opportunity for staff to be involved in developing the school’s culture and instructional program. Because we believe that all staff members play an important role in the education of our students, the school will offer opportunities for paraprofessionals to participate in activities like:

• After school and/or Saturday tutoring, enrichment, sports, arts, and family programs
• In-house school committees and/or special programs.

Advance notice of dates will be supplied, and those who participate will be compensated according to the terms of the UFT contract. Staff participation in these activities is voluntary, although strongly encouraged, as they are very important to the development of the school.

ELIGIBILITY REQUIREMENTS

UFT Paraprofessionals hired after 2004 must have a Level 1 NYSED Teaching Assistant Certificate. UFT Paraprofessionals hired before 2004 currently on DOE payroll are eligible for this position.

DUTIES AND RESPONSIBILITIES

Because roles in small schools are varied and complex, serious consideration will be given to applicants who demonstrate in their resume and cover letter experience and/or willingness to commit to the school’s mission and core beliefs and to become involved in these essential aspects:

• Working within a non-traditional school schedule and organization structure that meets the needs of English Language learners and students requiring special education services
• Supporting students in the classroom
• Contributing to student observation and documentation files
• Collaborating with individual teachers and teacher teams to provide targeted, small group and one-on-one instructional support to students
• Working with teachers to implement an integrated curriculum and student-centered environment
• Collaborating with teachers to create a learning environment where students’ emotional and social needs are met through conflict resolution, peer mediation, collaborative learning, team building activities, etc.
• Seeking professional growth experiences, and contributing to the professional growth of colleagues

SELECTION CRITERIA

The successful candidate will demonstrate:

• Willingness to carry out the above duties and responsibilities
• Ability to assist teachers in implementing reading and writing strategies in daily lessons
• Ability to assist teachers in implementing mathematical and scientific strategies in daily lessons
• Ability to assist teachers in implementing study skills and organizational strategies in daily lessons
• Ability to work with classroom teachers to implement collaborative learning activities
• Strong student management skills
• Ability to professionally and effectively communicate orally and in writing with colleagues and students
• Ability to work in teams and collaborate and support school wide initiatives to support student engagement and learning
• Commitment to continuous professional growth (i.e. professional development, formal education, outside reading)
• Experience or willingness to learn how to support the use of technology in the classroom to improve student learning

In addition to the cover letter, resume, and interview, applicants must present three references including, if possible, one from a current supervisor. Other references might include a colleague with whom the applicant has collaborated, and/or a professional organization or staff development representative.

WORK SCHEDULE & SALARY

As per Collective Bargaining Agreement