10-month position

MAJOR RESPONSIBILITIES:

Community School Coordinators work within assigned schools to develop and implement the community school model. Although specific duties are defined by the needs of the school in which a coordinator serves, duties include:

Leadership:

• Work with school administration to develop and implement the community school approach.
• Serve on assigned school teams representing community school concepts.
• Provide leadership to promote the community school model.
• Facilitate focus groups of administrators, teachers, school staff, parents, and students identifying areas of strength and challenges within the school.
• Develop an inventory that outlines resources and gaps in service

Development of Partnerships:

• Utilize data from the district's needs assessment to recruit and organize partnerships to meet school needs.
• Align community and school resources to ensure coherence without duplication of services

Family Engagement:

• Direct family engagement and involvement in collaboration with school staff and administration.
• Develop opportunities to allow underrepresented parents a voice while providing schools with needed feedback from parents traditionally disengaged from school.
• Develop and facilitate events that are designed to bring families together for fun and sharing

Administrative:

• Maintain records and data necessary for program evaluation.
• Supervise data collection from interns and volunteers.
• Facilitate organization and oversight of any necessary paperwork required by the school district

10-Month Position

MAJOR RESPONSIBILITIES:

• Collaborate with members of the Professional Learning and Innovation Center and district administration in the design of regional and district-based ELA/literacy professional learning
• Provide district-based ELA/literacy professional learning and coaching for participating districts (Grades PK-6)
• Facilitate targeted, district-based professional learning, including, but not limited to: 
  • Providing feedback to teachers in an ongoing coaching cycle of conversation around literacy assessment and using data to support teachers with identifying interventions to meet specific student needs
  • Modeling effective intervention delivery
  • Supporting implementation of district-selected curricular materials
  • Leading data discussions tied to current, relevant data to assist teachers in designing instruction for impact on student literacy achievement
  • Participating in district-based team meetings with teachers and administrators regarding systems components that impact achievement (assessment and data systems, communication and collaboration strategies, scheduling for access to instruction, and purposeful use of resources)
  • Supporting district administration in their implementation of systems that support all learners
• Access current research and best practices to integrate into professional learning experiences

MAJOR RESPONSIBILITIES:

• Work with school administration to develop and implement the community school approach.
• Serve on assigned school teams representing community school concepts.
• Provide leadership to promote the community school model.
• Facilitate focus groups of administrators, teachers, school staff, parents, and students identifying areas of strength and challenges within the school.
• Develop an inventory that outlines resources and gaps in service.
• Utilize data from the district's needs assessment to recruit and organize partnerships to meet school needs.
• Align community and school resources to ensure coherence without duplication of services.
• Direct family engagement and involvement in collaboration with school staff and administration.
• Develop opportunities to allow underrepresented parents a voice while providing schools with needed feedback from parents traditionally disengaged from school.
• Develop and facilitate events that are designed to bring families together for fun and sharing.
• Maintain records and data necessary for program evaluation.
• Supervise data collection from partners, interns, and volunteers.
• Facilitate organization and oversight of any necessary paperwork required by the school district.

Grant-funded, temporary position for the RECOVS learning loss grant for the 2025-2026 school year only, supporting the Literacy on the RISE project. The incumbent will provide specific ELA interventions to small groups of students in grades 4-7 in-person, in Whitney Point CSD.

17 hours per week

Positions will be in the following district: Whitney Point

MAJOR RESPONSIBILITIES:

• Support student achievement in one or more schools across a regional consortium of 10 school districts located in Broome, Tioga, Delaware and Chenango Counties and district-based ELA/literacy professional learning
• Deliver a variety of evidence-based/informed interventions as defined by the Broome-Tioga BOCES Literacy on the RISE project scope
• Collect student performance data for the purposes of monitoring, reporting, and communicating student progress
• Use a variety of student performance and screening data to inform the delivery of ELA interventions at both the elementary and/or early secondary level.
• Collaborate with general education, special education and student support services staff to ensure that interventions are delivered in a timely and effective manner.
• Communicate with teachers, district and BOCES administrators, and families regarding student progress
• Provide diagnostic assessments for students as needed
• Serve as a member of the Student Support Team in one or more assigned school buildings
• Attend appropriate training for the specific literacy-focused interventions prescribed by the grant management team
• The teacher will report to the Broome-Tioga BOCES Administrator for Instructional Support Services (Project Coordinator). 

10-Month Position

MAJOR RESPONSIBILITIES:

Seeking an Elementary teacher to provide instruction and support to students enrolled in the BT BOCES Virtual Learning Academy. The Virtual Learning Academy is an innovative online academy serving grades 4–12 students within the BT BOCES region and throughout NYS.
Key responsibilities include:

• Design, facilitate, and implement lessons in a 4th and 5th-grade virtual classroom
• Lead teacher for 4th and 5th grade ELA
• Knowledge of best practices in online instruction, digital workflow, student engagement strategies, and differentiation in a virtual setting
• Structure the student environment to provide a supportive virtual educational setting that maximizes student potential
• Ongoing collaboration with the Student Success Team, and other teachers working with the students
• Deliver primary instruction in 4th and 5th grade classrooms that align with NYS Learning Standards

MAJOR RESPONSIBILITIES:

$4,500 Stipend per semester (8-10 hours per week)

BT BOCES is looking for a NYS certified Library teacher to teach virtually for our Virtual Learning Academy. This position will be planning and implementing synchronous lessons in our 4–6 classrooms, 1 45-minute lesson per week for grades 4/5 and grade 6. Synchronous lessons will take place between 8:30-2:30 during the week, with the expectation of 8-10 working hours a week (this includes planning time).

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.