POSITION DESCRIPTION:

The Assistant Principal for the Virtual Learning Academy (grades 4-12) will support the principal in the day-to-day operation of the academy. This includes creating a safe and supportive remote learning community where all students can thrive. A collaborative mindset and positive interpersonal skills are essential. This is a hybrid position that will include both virtual and in-person obligations. Duties will include the following:

• Assist the principal with the day-to-day administrative tasks, including, but not limited to, communication with participating district staff, enrollment, assuring student support, and monitoring student engagement. 
• Provide instructional leadership and support to virtual teachers 
• Foster strong relationships with families and students. This includes meetings (whether virtual or in person) and other forms of communication. 
• Assist in the evaluation of virtual teachers, including classroom observations and providing feedback using the APPR process. 
• Oversee the Advanced Course Access Program, which provides online advanced courses with concurrent enrollment (through TC3). This includes communication with students, families, teachers, regional district counselors, and TC3 staff to ensure student success. 
• Additional responsibilities when assigned

10-Month Position - Anticipated 3 Positions

Location: Professional Learning & Innovation Center/Binghamton CSD

Commences September 2025

Position Summary:
The Restorative Practices Coordinator will lead the implementation, coordination, and evaluation of restorative practices across the district to foster a culture of belonging, equity, and student-centered accountability. This role involves training staff, supporting students, and collaborating with stakeholders to create inclusive school environments that address conflict, repair harm, and build community.

Key Responsibilities:
Program Leadership and Coordination

Develop, implement, and oversee a comprehensive restorative practices framework for the district. Collaborate with administrators, teachers, counselors, and other staff to integrate restorative approaches into school policies and daily practices.
Serve as the district’s point of contact on restorative practices, providing guidance on discipline procedures, conflict resolution, and trauma-informed practices. Ensure alignment of restorative practices with state regulations, board policies, and district initiatives, in collaboration with district administration.

Training and Professional Development

Design and deliver professional development workshops and ongoing coaching for school staff, administrators, and community stakeholders on restorative practices.
Facilitate peer learning opportunities and build capacity for staff to lead restorative circles and interventions. Provide targeted training and support to address disproportionality in discipline outcomes and promote equity.

Student and Family Engagement

Facilitate restorative circles, mediations, and conferences to address conflicts and foster community building. Work with students and families to resolve issues collaboratively and build strong relationships. Support the development of student leadership programs that promote restorative practices.

Data Collection and Reporting

Collect and analyze data related to discipline trends, restorative interventions, and program impact. Prepare regular reports to share outcomes with district leadership, staff, and the school board. Use data to refine and improve restorative practices and ensure alignment with district goals.

Collaboration and Advocacy

Partner with community organizations and agencies to expand restorative practices beyond the school setting. Advocate for restorative approaches at the district and state levels, ensuring compliance with New York State Education Department guidelines. Serve as a liaison between schools, families, and community stakeholders to promote a unified approach to restorative practices.

10-month position

Commencing September 2025

MAJOR RESPONSIBILITIES:

Seeking a social studies teacher to provide instruction and support to students enrolled in the BT BOCES Virtual Learning Academy.
Key responsibilities include:

• Design, facilitate, and implement, a variety of Social Studies Classes
• Knowledge of best practices in online instruction, student engagement strategies, and differentiation in a virtual setting
• Structure the student environment to provide a supportive virtual educational setting that maximizes student potential
• Structure the student environment to provide a supportive virtual educational setting that maximizes student potential
• On-going collaboration with the Student Success Team, and other teachers working with the students
• Deliver primary instruction in middle school and high school Social Studies that align with NYS Learning Standards