Learning and Behavioral Support (LABS) Teacher

Albany Leadership Charter School for Girls

Work Year: 10-Month Employee
Reports To: Principal

MISSION:

At Albany Leadership Charter School for Girls, we empower young women to achieve academic excellence, build strong character, and grow into confident, compassionate leaders. Through rigorous instruction, meaningful relationships, and a culture rooted in scholarship, leadership, service, and sisterhood, every scholar develops the knowledge, confidence, integrity, and voice to thrive in college, career, and a life of purpose.

ACLS Pillars:

• Sisterhood
• Scholarship
• Service
• Leadership

VISION:

Albany Leadership Charter School for Girls is committed to becoming the premier 6–12 learning community for young women in the Capital Region, where every scholar is known, challenged, affirmed, and prepared to lead. Our graduates leave ALCS with the academic foundation, courage, integrity, and commitment to create meaningful change in their communities and shape the future they choose.

Commitment to Excellence:

ALCS maintains high expectations for academic achievement and personal growth. Teachers are expected to deliver instruction that prepares scholars for long-term success, including college and career readiness.

“Be Excellent on Purpose” is a guiding principle for both scholars and staff. Teachers are expected to uphold this standard through intentional planning, strong instructional delivery, and a commitment to continuous improvement.

ALL GIRLS 6–12 ACADEMY MODEL:

ALCS operates as a single-gender learning environment designed to support the unique academic and developmental needs of young women. This model promotes increased participation, confidence, and leadership development.

Teachers are expected to leverage this environment to foster independence, critical thinking, and academic risk-taking among scholars.

POSISTION SUMMARY:

The Learning and Behavioral Support (LABS) Teacher provides academic, behavioral, and social-emotional support to scholars who benefit from temporary instruction in a structured learning environment outside of their regular classroom.

Working collaboratively with teachers, families, and support staff, the LABS Teacher implements individualized instructional and behavioral strategies that promote student growth, encourage positive behaviors, and support scholars in building the skills needed for a successful return to the classroom setting.

INSTRUCTIONAL RESPONSIBILITIES:

• Provide academic support to scholars by reinforcing concepts and assignments introduced in their general education classrooms.
• Assist scholars in completing classroom assignments, projects, and assessments while promoting independence and accountability.
• Modify instructional materials and provide appropriate accommodations and scaffolds to meet individual student needs.
• Deliver targeted small-group or individual interventions to address academic skill gaps and support student success.
• Collaborate with classroom teachers to ensure instructional continuity and alignment with classroom expectations.
• Monitor scholar progress, provide timely feedback, and communicate academic needs with teachers and families as appropriate.
• Support scholars in developing organizational, study, and self-advocacy skills that contribute to success in the classroom.
• Utilize data from classroom performance, assessments, and observations to inform instructional support and intervention strategies.
• Foster a structured, positive learning environment that encourages engagement, perseverance, and academic confidence.
• Support scholars in developing the skills necessary for a successful return to and participation in the regular classroom setting.

BEHAVIORAL SUPPORT:

• Develop, implement, and monitor individualized behavior intervention plans (BIPs).
• Establish and maintain a structured classroom environment that promotes positive behavior and student accountability.
• Utilize restorative practices, de-escalation strategies, trauma-informed practices, and positive behavior supports.
• Teach and reinforce self-regulation, conflict resolution, executive functioning, and social-emotional skills.
• Document behavioral incidents, interventions, and student progress in accordance with school policies.
• Collaborate with administration regarding behavioral concerns and intervention planning.

STUDENT SUPPORT:

• Build positive, respectful relationships with scholars while maintaining professional boundaries.
• Serve as an advocate for students requiring additional academic and behavioral support.
• Support students in developing independence, self-advocacy, organizational skills, and appropriate decision-making.
• Assist with successful reintegration into general education classrooms when appropriate.

COLLABORATION:

• Collaborate regularly with classroom teachers, instructional coaches, counselors, special education staff, and administrators to ensure consistency of academic and behavioral expectations.
• Response to Intervention (RTI), MTSS, and other student support meetings as assigned.
• Communicate regularly with families regarding academic progress, attendance, behavior, and intervention plans.
• Partner with community agencies and outside service providers when appropriate.

DATA COLLECTION & DOCUMENTATION:

• Maintain accurate records of attendance, grades, behavior data, progress monitoring, and intervention documentation.
• Analyze academic and behavioral data to inform instructional decisions.
• Prepare reports and documentation required for meetings, evaluations, and compliance purposes.
• Maintain confidentiality in accordance with FERPA and all applicable laws.

PROFESSIONAL RESPONSIBILITES:

• Participate in professional learning, staff meetings, and school-wide initiatives.
• Maintain compliance with school policies, state regulations, and professional expectations.
• Perform supervisory duties as assigned, including hallway, cafeteria, arrival, dismissal, or other school responsibilities.
• Foster a classroom culture that reflects the school's mission, vision, and core values.
• Perform other duties as assigned by the Building Principal.

QUALIFICATIONS:

Required:

• Bachelor's Degree in Education or related field.
• Valid New York State Teaching Certification (or eligibility).
• Experience working with students exhibiting academic and behavioral challenges.
• Strong classroom management and behavior intervention skills.
• Excellent communication, collaboration, and organizational skills.
• Commitment to equity, restorative practices, and student-centered instruction.

Preferred:

• Master's Degree in Education, Special Education, Counseling, or related field.
• Experience in an urban or charter school setting.
• Training in Applied Behavior Analysis (ABA), CPI, Therapeutic Crisis Intervention (TCI), or comparable behavioral support programs.
• Experience implementing MTSS, PBIS, restorative practices, and trauma-informed instruction.

KNOWLEDGE, SKILLS, ABILITIES:

Successful candidates will demonstrate the ability to:

• Build positive relationships with diverse learners and families.
• Utilize behavior management and de-escalation strategies effectively.
• Analyze academic and behavioral data to improve student outcomes.
• Collaborate effectively within multidisciplinary teams.
• Maintain professionalism, confidentiality, and ethical standards.
• Adapt quickly to changing priorities while maintaining a student-centered focus.
• Utilize educational technology and student information systems effectively.
• Maintain accurate documentation and meet established deadlines.

PHYSICAL REQUIREMENTS:

The physical demands described are representative of those necessary to perform the essential functions of this position. Reasonable accommodations may be made for qualified individuals with disabilities.

The position requires standing, walking, bending, lifting, reaching, and occasional physical intervention consistent with approved crisis prevention training when necessary to maintain student safety.

WORK ENVIORNMENT:

The LABS Teacher works in a structured learning environment that supports scholars with academic, behavioral, and social-emotional needs. The position requires flexibility, patience, collaboration, sound judgment, and a proactive approach to creating a safe, supportive, and positive learning environment for all scholars.

PERFORMANCE EXPECTATIONS:

Performance will be evaluated in accordance with the school's educator evaluation system and based on evidence of:

• Student academic growth
• Effective behavioral interventions
• Positive classroom culture
• Professional collaboration
• Compliance with instructional and documentation expectations
• Commitment to continuous professional growth

EDUCATION AND TRAINING:

• Bachelor’s Degree required; Master’s Degree preferred
• New York State Teaching Certification preferred
• Background in Curriculum, Secondary Education, or Elementary Education with a content concentration preferred

Benefits:

• 401(k)
• Dental insurance
• Health insurance
• Life insurance
• Paid time off
• Vision insurance

Pay: $40,000.00 - $45,000.00 per year

Education:

• Master's (Preferred)

Experience:

• Secondary Education: 2 years (Preferred)

License/Certification:

• NYS Teacher Certificate: Grades 6-12 (Preferred)

Ability to Commute:

• Albany, NY 12208 (Preferred)

Ability to Relocate:

• Albany, NY 12208: Relocate before starting work (Required)

Work Location: In person

Salary : $40,000 - $45,000