School Psychologist Salary in New York, NY

JOB DESCRIPTION Bank Street College of Education 610 West 112th Street New York, NY 10025 Position Vacancy - Evaluator Psychologist (per diem) at Bank Street Family Center Responsibilities Seeking clinical psychologist to conduct evaluations with the Preschool population.Must have at least 2 years' experience in conducting evaluations with young children. Qualifications • License in NYS Psychologist• Experience evaluating Pre-school age children• Experience working on a Clinical Team• Experience working with Families• Knowledge base of early childhood development Bank Street College of Education is an Equal Opportunity Employer and does not discriminate on the basis of age, color, national origin, ethnic origin, citizenship status, disability, race, religion, creed, gender, sex, sexual orientation, gender identity and/or expression, marital status, veteran status, or any other characteristic protected by federal, state, or local law in its employment policies and other college-administered programs. In addition, Bank Street College of Education will provide reasonable accommodations for qualified individuals with disabilities. We appreciate your interest in employment at Bank Street College of Education. We would like to note that the College has a mandatory COVID-19 vaccination policy, which requires all faculty and staff to be fully vaccinated and provide proof of vaccination. Salary: $300 per evaluation To apply: please submit application and resume on our career website.ABOUT US Bank Street is a leader in education, a pioneer in improving the quality of classroom practice, and a national advocate for children and their families. Since its beginnings in 1916, Bank Street has been at the forefront of understanding how children learn and grow. From early childhood centers and schools to hospitals and museums, Bank Street has built a national reputation on the simple fact that our graduates know how to do the work that is right for children. At Bank Street's Graduate School of Education, students are trained in a model that combines the study of human development, learning theory, and sustained clinical placement to promote significant development as a teacher prior to graduation. Our children's programs-Bank Street School for Children, Family Center, Bank Street Head Start, and Liberty LEADS-foster children's development in the broadest sense by providing diverse opportunities for social, emotional, cognitive, and physical growth. The Bank Street Education Center disrupts inequity through system-level change to help design better educational experiences for both children and adults. The College further supports and influences positive outcomes for children every day through professional development programs, research projects, and other key efforts engaging educators, intermediary organizations, and government officials at the district, state, and federal levels.

JOB DESCRIPTION Head Teacher (1st Grade-4th Grade) Start Date: August 26, 2024 5 Days / Week Salary: $61,897 - $110,641 annually Qualifications: A Masters degree in education preferred Deep knowledge of, commitment to, and experience with progressive education and schooling Extensive teaching experience at the elementary level Demonstrated personal and professional commitment to diversity, social justice, and equity Strong written and oral communication, interpersonal, and organizational skills Knowledge in delivering strategy-based literacy and math instruction Skilled in designing instruction that is data-driven, differentiated, and actively engaging Experience leading morning meetings, such as those outlined by the Responsive Classroom Experience in developing hands-on, developmentally appropriate social studies curricula Initiative, creativity, flexibility, and collaboration Warmth, humor, flexibility, and optimism Position Summary: The School for Children is seeking a passionate teacher who will be responsible for curriculum development, instruction, assessment, parent engagement and communication, professional collaboration, and promoting a positive school culture.Responsibilities: Head teachers plan and teach lessons in all subject areas (math, language arts, social studies, science). In grades PreK-4th grade, headteachers are paired with an associate teacher and offer mentoring for their growth. Head teachers communicate routinely with families, collaborate with other teachers, and are responsible for developing a healthy, engaging, and joyful classroom culture. Work with Children: The classroom teacher is responsible for teaching children in all subject areas, planning to meet the needs of the entire group as well as individual children. Enabling the social/emotional, physical, and intellectual development of each child is his/her primary responsibility. Work with Environment and Materials: The teacher is responsible for designing, organizing, and maintaining a materials-based classroom that reflects the curriculum and current work of the children. Create and prepare materials that serve the curriculum. The teacher should be able to use various forms of technology to enhance student learning. Curriculum Development: The teacher is responsible for developing curriculum in all areas based on children's developmental capacities and needs and current understanding of literacy learning, mathematics, and interdisciplinary curriculum development in social studies, science, and the arts. Cultural competency must be reflected in the curriculum developed for children. Special emphasis is placed on social studies as the core of classroom life and learning. Work with Adults: Associate Teachers and Student Teachers: As cooperating practitioners for graduate students who are placed in their classrooms, teachers plan cooperatively with students and hold weekly supervisory meetings. Teachers meet with the student and the advisor from Graduate Programs three times per semester. Staff: An interest in his/her/their own professional growth is expected. Each teacher meets often with their curriculum coordinator and participates in weekly age-group meetings and weekly staff meetings after school. Teachers also collaborate with subject area specialists (art, music, library, shop, P.E./movement, Spanish) to design and implement the curriculum. As part of a diagnostic team, teachers work with learning specialists, and a school psychologist, and meet with parents, tutors, and therapists. Parents: Teachers are required to meet with parents twice yearly for individual conferences and to be available for additional conferences where needed. Teachers write two comprehensive reports on children each year and weekly summaries of student learning experiences. Teachers and parents work together to increase each other's knowledge of the children. Visitors: In addition to modeling a Bank Street approach to education by having daily visitors and observers in the classroom, teachers may be asked to speak to visiting groups. They often serve as consultants for other College Divisions as well as for outside groups. College: Many teachers take responsibility for College-wide committee work and divisional and institutional program development and evaluation. ABOUT US Bank Street is a leader in education, a pioneer in improving the quality of classroom practice, and a national advocate for children and their families. Since its beginnings in 1916, Bank Street has been at the forefront of understanding how children learn and grow. From early childhood centers and schools to hospitals and museums, Bank Street has built a national reputation on the simple fact that our graduates know how to do the work that is right for children. At Bank Street's Graduate School of Education, students are trained in a model that combines the study of human development, learning theory, and sustained clinical placement to promote significant development as a teacher prior to graduation. Our children's programs-Bank Street School for Children, Family Center, Bank Street Head Start, and Liberty LEADS-foster children's development in the broadest sense by providing diverse opportunities for social, emotional, cognitive, and physical growth. The Bank Street Education Center disrupts inequity through system-level change to help design better educational experiences for both children and adults. The College further supports and influences positive outcomes for children every day through professional development programs, research projects, and other key efforts engaging educators, intermediary organizations, and government officials at the district, state, and federal levels.

Job Description | Principal of The Mary Louis AcademyWe are seeking a dynamic and visionary leader to serve as the Principal of a premier all-girls Catholic high school in New York City. The successful candidate will be deeply invested in the mission of the school and demonstrate a deep commitment to fostering academic and character excellence.Mission and Background The Mary Louis Academy in Jamaica Estates, NY is a Catholic college preparatory school for young women sponsored by the Sisters of St. Joseph of Brentwood, NY, and rooted in their charism of unity, reconciliation and inclusive love that embraces all of creation. In an atmosphere that fosters academic excellence and respect, we seek to empower young women to realize and value their own unique gifts - spiritual, intellectual, social - and to use their gifts as leaders in creating a just society. We are a community that celebrates cultural diversity and continues the Catholic tradition of service. As a single gender school, we are aware of our unique opportunity to help our students appreciate their womanhood and to develop their gifts in an atmosphere which fosters academic excellence and respect. As educators, we provide an environment shaped by Christian ideals that nurtures the whole person by integrating faith and life. We foster an awareness of an active engagement in ecological stewardship. We recognize that shared partnership with parents and guardians in developing young women who will take responsibility for their life choices and value service to their community. In a world increasingly impersonal, we endeavor to empower each student to realize and value her own unique spiritual, intellectual, physical, emotional and social potential as a leader in today's society.Scope of the Position: The Mary Louis Academy has adopted a President-Principal model of school governance. The Principal reports to the President, who is responsible for carrying out the guidance and direction of the Board of Trustees.The Principal is the academic officer who will have primary responsibility for day-to-day academic affairs of the school, including curriculum development, faculty development & evaluation, activities, and student affairs. The ideal candidate will demonstrate a commitment to and understanding of the CSJ mission.Responsibilities:Organizational Leadership and Administration The Principal at The Mary Louis Academy is responsible for the academic quality and mission focus of the school.The Principal: Serves as the academic leader responsible for the development, implementation, supervision, and evaluation of a comprehensive educational program and extracurricular offerings for approximately 425 studentsSets, exemplifies, and promotes the highest standard and expectations for academic performance among the Assistant Principal and 70 faculty and staff members across10 academic departmentsCultivates an educational environment that maximizes students' opportunities for growth and successPrioritizes excellence, creativity, and innovation in all school endeavorsProvides clear educational, faith-based and moral leadership by consistently communicating the mission of TMLA as a Catholic educational institution sponsored by the Sisters of St. JosephSupervises and works collaboratively with the Assistant PrincipalAssigns administrative and teaching duties while overseeing the supervision for 10 chairpersons who directly manage teachers and report to the PrincipalEstablishes an organizational structure through which working relationships, lines of accountability and responsibility, and communication channels are clearly definedFosters positive morale among faculty, staff, and studentsImplements clear and consistent policies for addressing student discipline, school safety and security, and interactions among teachers, administration, and parents. Collaborates with the guidance department to ensure students' daily social and emotional well-beingVisits classrooms regularly to oversee the implementation of an observation process administered by chairpersons to manage the progress of teachers and studentsEstablishes academic and organizational policies that are aligned with the CSJ MissionMeets regularly with the President and reports to the Board of Trustees on academic mattersFaculty, Staff and CurriculumThe Principal:Sets educational programming priorities that emphasize college readinessCollaborates with the faculty to develop and coordinate an educational program that accommodates the diverse needs, abilities, talents, and interests of students to ensure that all students are challenged appropriatelyEvaluates and ensures that course offerings, curriculum, and guidance support students' college placement needsCreates a culture of innovation that fosters the ongoing improvement of learning and teaching for students and staffOversees the updating of curriculum to comply with NY State Curriculum, Diocesan requirements, and the current needs of the studentsProvides the faculty with an environment and resources necessary for effective teachingHandles the hiring and termination of all employees reporting to the Principal, in consultation with the school's PresidentApproves the master schedule, annual calendar, and daily schedule, as well as coordinates the scheduling of all school-related activitiesFacilitates ongoing professional development of the faculty and staffConducts evaluations of each chairperson and the Assistant Principal to measure individualized pedagogical growthEvaluates each teacher annually in conjunction with the chairpersons, to measure individualized pedagogical growth, as evidenced by observation reports, and student impact as evidenced by student academic dataMeets on a regular basis with deans, counselors, and relevant personnel - chairperson of counseling department, dean, counselor, nurse, and school psychologist to ensure the social and emotional well-being of studentsInsures proper keeping of all records relating to teachers, students, and school employeesAssists in the preparation of the documents for Mandated Services reimbursementAssumes responsibility for the school's relationship with the civic community, the State Education Department, Office of Catholic Education, and other educational agenciesSupervises the athletic director and is responsible for the athletic programStudents & ParentsThe Principal:Actively participates in student life by maintaining a visible presence during the school day and at school-related activities Establishes and maintains effective communication with both parents and students Encourages parent and student involvement and participation in the TMLA communityAssumes responsibility for student suspensions and dismissals Approves all school-sponsored trips, prioritizing student safety and educational valueOversees the execution of fire drills and crisis drills to ensure emergency preparednessSupervises security personnelCollaborates closely with the guidance department to address and support the daily social and emotional well-being of studentsSkills Required: Dynamic leadership skills to facilitate learning, growth, and collaboration both inside and outside the classroom Ability to work collaboratively and effectively with the administrative team, faculty, parents and members of the community Willingness and ability to relate effectively to students, faculty, parents and members of the communityEvidence of a strong commitment to and understanding of best practices in the education of young women Ability to exercise strong leadership qualities and communicate effectively and appropriately at all times Excellent written and oral communication, as well as presentation skills Education/Qualifications: Candidates must possess an advanced degree in education, educational leadership or a related field, with school leader certification preferred (SBL, SAS, SDA).A minimum of 7-10 years of teaching experience at the high school level, including 3-5 years as a school administratorThe candidate must embrace and promote Catholic values espoused by the mission and vision of the Sisters of St. Joseph, with a genuine commitment to Catholic education.Compensation: Salary will be commensurate with qualifications and experience. In addition, a comprehensive benefits package will be provided.To Apply: Please submit a resume, letter of interest, and brief statement of your educational philosophy (500 word maximum) via Email to [email protected](attachments in pdf format only)