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Part Time Student Jobs in Rochester, NY (NOW HIRING)

SUNY Brockport

Part-Time Bus Driver

Brockport, NY · On-site

$22.50/hr

Temporary Professional Part-Time Job Number: 2500251 Division: Enrollment Management Department ... Join the inclusive community of dedicated faculty, staff, and students who together are SUNY ...

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All JobsStudent JobsPart Time Student JobsPart Time Student Jobs in Rochester, NY

Part Time Student information

See Rochester, NY salary details

$7

$16

$23

How much do part time student jobs pay per hour?

As of Jul 23, 2026, the average hourly pay for part time student in Rochester, NY is $16.35, according to ZipRecruiter salary data. Most workers in this role earn between $14.47 and $18.27 per hour, depending on experience, location, and employer.

What Are Jobs for Students Working Part-Time?

As a student, part-time jobs include positions like a tutor, assistant, server, or retail salesperson. Most jobs for students are flexible entry-level roles that offer both skills training and hourly work. Most of these jobs occur in the afternoons and evening since you are expected to be in class earlier in the day, but weekend jobs can have longer hours. In this context, part-time means fewer than 40 hours per week; it is entirely possible to have shifts of eight hours or longer on some days. The majority of part-time jobs for students focus on jobs that can be done with a minimal amount of training, though it is often possible to move into a senior position with more responsibilities after several months on the job.

What are part-time students?

Part-time students are individuals who are enrolled in an educational institution but take fewer courses or credits than full-time students. This typically means they attend classes for fewer hours per week and may take longer to complete their degree or program. Part-time study allows students to balance education with other commitments, such as work or family responsibilities. Many colleges and universities offer flexible schedules and course options to accommodate part-time students.

What is the difference between Part Time Student vs Part Time Retail Associate?

AspectPart Time StudentPart Time Retail Associate
Required CredentialsUsually enrolled in an educational program; no specific certifications neededHigh school diploma or equivalent; customer service skills
Work EnvironmentFlexible hours, often on campus or onlineRetail stores, fast-paced environment
Employer & IndustryEducational institutions, tutoring centersRetail stores, shopping malls
Search & Comparison IntentLooking for flexible, student-friendly jobsSeeking part-time retail work with customer interaction

Part Time Students typically work flexible hours aligned with their academic schedules and may work in various settings like campus or online. Part Time Retail Associates focus on customer service in retail environments, often requiring a high school diploma. Both roles are part-time, but they serve different industries and work environments, catering to different job search needs.

How do part-time student roles typically balance work responsibilities with academic commitments?

Part-time student roles are designed to be flexible, allowing students to effectively manage both their job duties and coursework. Employers often offer adjustable schedules, such as evening or weekend shifts, to accommodate class times and exam periods. Communication is key—students are encouraged to discuss their academic calendar with supervisors so that work assignments can be planned accordingly. This balance helps students gain valuable work experience without compromising their academic progress.

What are the key skills and qualifications needed to thrive as a Part Time Student, and why are they important?

To thrive as a Part Time Student, strong time management, self-discipline, and academic proficiency are essential, often supported by enrollment in an accredited educational program. Familiarity with learning management systems, productivity tools, and online research databases is typically required. Effective communication, adaptability, and motivation help students balance coursework with other commitments. These skills are crucial for successfully managing academic workloads while meeting personal and professional responsibilities.
More about Part Time Student jobs
What are the most commonly searched types of Student jobs in Rochester, NY? The most popular types of Student jobs in Rochester, NY are:
What are popular job titles related to Part Time Student jobs in Rochester, NY? For Part Time Student jobs in Rochester, NY, the most frequently searched job titles are:
What job categories do people searching Part Time Student jobs in Rochester, NY look for? The top searched job categories for Part Time Student jobs in Rochester, NY are:
What cities near Rochester, NY are hiring for Part Time Student jobs? Cities near Rochester, NY with the most Part Time Student job openings:
Part Time Student jobs near you
Infographic showing various Part Time Student job openings in Rochester, NY as of July 2026, with employment types broken down into 100% Part Time. Highlights an 98% In-person, and 2% Remote job distribution, with an average salary of $34,005 per year, or $16.3 per hour.
Coordinator of Student Support Services - Grades 6 Through Transition

Coordinator of Student Support Services - Grades 6 Through Transition

Gates Chili Central School District

Rochester, NY • On-site

$85K/yr

Full-time, Part-time

Medical, Dental, Vision, PTO

Posted 21 days ago

Job description

Position Type:
Administration/Coordinator
Date Posted:
7/2/2026
Location:
Gates Chili CSD - District Office
Closing Date:
07/24/2026
The Gates Chili Central School District is dedicated to fostering curiosity, growth, and diversity within our school community. The District celebrates and embraces differences and strives to dismantle exclusion, bias, racism, and prejudice of all forms.
Position: Coordinator of Student Support Services - Grades 6 Through Transition
Purpose: To coordinate, support, and monitor the implementation of special education services for students in grades 6 through transition-aged programming. The Coordinator promotes high-quality, inclusive, legally compliant programming; collaborates with school teams, families, and outside agencies; supports continuity of services across middle school, high school, and postsecondary transition planning; and works across departments to strengthen student outcomes. The Coordinator serves as a key operational leader for secondary special education programming and partners closely with district leaders, building administrators, special education staff, related service providers, families, and community agencies to ensure aligned service delivery across the district.
Compensation/Pay Range: $85,000 (negotiable based on experience)
Benefits:
Qualifies for District contribution to Health/Vision and/or Dental Insurance
Yes No
Qualifies for Paid Personal Time
Yes No
Qualifies for Paid Sick Time
Yes No
Qualifies for Paid Vacation Time
Yes No
Schedule: Full-time Part-time
10-month (works student calendar)
12-month
Paid hours/day: 8.0 hours
Essential Functions:
1. Secondary Program Coordination and Oversight
  • Coordinate the implementation, monitoring, and continuous improvement of special education programs and services for students in grades 6 through transition-aged programming.
  • Support the alignment of secondary special education services with district goals, applicable legal requirements, research-based practices, graduation expectations, and postsecondary transition needs.
  • Use academic, behavioral, attendance, graduation, transition, and programmatic data to inform service delivery, student support planning, and program adjustments.
  • Support students placed in out-of-district secondary and transition programs and monitor their progress in collaboration with district leadership, building teams, families, and outside providers.
  • Coordinate with middle school, high school, and transition teams to support continuity of programming, services, accommodations, behavioral supports, related services, and postsecondary planning.
  • Ensure coordination and collaboration with the Office of Instruction, counseling staff, related service providers, transportation, and outside agencies to support access to curriculum, graduation pathways, transition services, and inclusive practices.
  • Prepare and lead Student Support Services meetings at secondary buildings as assigned.
  • Represent secondary special education on assigned district committees, workgroups, and initiatives.

2. Compliance, CSE Process, Manifestation Reviews, and Service Coordination
  • Chair secondary CSE meetings, including initial evaluations, annual reviews, reevaluations, requested reviews, transfer student reviews, program reviews, and transition-related CSE meetings, as assigned.
  • Chair manifestation determination reviews and related CSE meetings involving disciplinary removals, including meetings convened in connection with a Superintendent's Hearing and meetings convened independently of a Superintendent's Hearing.
  • Guide school teams in the development and implementation of IEPs and IESPs for students in grades 6 through transition-aged programming.
  • Support legally compliant implementation of special education services, timelines, procedural safeguards, discipline protections, transition requirements, and documentation in collaboration with district leadership.
  • Oversee the intake, review, and coordination of services for secondary transfer students and ensure timely communication with staff and families.
  • Support the development of appropriate transition plans, coordinated activities, measurable postsecondary goals, course-of-study planning, and agency linkages for students as required.
  • Collaborate with building administrators, school psychologists, counselors, social workers, special education teachers, related service providers, and outside agencies to support student needs and appropriate service delivery.
  • Elevate complex legal, disciplinary, due process, placement, graduation, transition, and high-risk matters to the Director/Assistant Superintendent level as appropriate.
  • Support the development of IESPs for non-resident, parentally placed secondary students when applicable.

3. Instructional Support, Transition Planning, and Inclusive Practices
  • Promote the use of evidence-based interventions, specially designed instruction, instructional accommodations, modifications, assistive technology, and transition supports in secondary settings.
  • Support inclusive practices, consultant teacher services, coteaching models, resource room programming, special class programming, related services, and transition-based programming.
  • Conduct observations and review data to inform eligibility discussions, intervention planning, transition planning, placement recommendations, and service decisions.
  • Provide technical assistance to staff regarding instructional supports, accommodations, modifications, testing accommodations, progress monitoring, diploma and credential options, and implementation of student plans.
  • Support staff understanding of adolescent development, executive functioning, social-emotional needs, behavioral needs, graduation requirements, and transition planning for students with disabilities.
  • Monitor NYSAA eligibility, participation, and documentation processes in collaboration with district leadership.
  • Collaborate with elementary and secondary staff to support transitions from grade 5 to grade 6, middle school to high school, and high school to postsecondary or transition programming.

4. Staffing Support, Supervision, and Professional Learning
  • Supervise and evaluate assigned staff in accordance with district evaluation processes, collective bargaining agreements, and applicable regulations.
  • Mentor secondary special education staff and related service providers on instruction, compliance, service coordination, transition planning, student progress monitoring, and discipline-related procedures.
  • Support building leaders in supervising special education staff in secondary settings.
  • Collaborate with district leadership and Human Resources regarding staffing needs, recruitment processes, and personnel recommendations for secondary special education programming.
  • Plan and facilitate professional development related to secondary instructional practices, transition planning, graduation pathways, service implementation, inclusive programming, behavioral supports, manifestation determination reviews, and compliance expectations.
  • Identify training needs and support in-service opportunities for secondary special education staff.

5. Collaboration and Family Communication
  • Serve as a liaison among school staff, families, district leaders, outside providers, and community agencies regarding secondary special education programming, services, and transition planning.
  • Advise secondary school administrators on student needs, programming considerations, discipline-related special education procedures, transition services, and service coordination.
  • Coordinate placements and services for incoming, transferring, and transitioning secondary students.
  • Communicate with families regarding services, supports, transitions, procedural matters, manifestation determination reviews, Superintendent's Hearing-related CSE processes, and special education programming.
  • Collaborate with the Director of Transportation to support safe and appropriate transportation arrangements for students with disabilities.
  • Partner with elementary special education leadership to support smooth transitions from elementary to middle school.
  • Partner with the Director of Student Support Services when student needs involve broader family systems, mental health, home instruction, hospitalization, homelessness, homeschooling, alternative instruction, or agency involvement.
  • Collaborate with outside agencies and adult-service providers, as appropriate, to support postsecondary transition planning.

6. Behavior Support, Discipline Coordination, and Problem Solving
  • Support secondary school teams in implementing student-specific behavioral supports in collaboration with building administration, related service staff, and district leadership.
  • Collaborate with appropriate district leaders regarding FBA/BIP development, behavioral progress monitoring, restorative practices, crisis-prevention strategies, and discipline-related CSE processes.
  • Participate in planning for students with complex academic, behavioral, social-emotional, attendance, transition, or placement needs and support implementation of agreed-upon programming and placement decisions.
  • Coordinate with district leaders and building teams following behavioral incidents, disciplinary removals, or significant student needs to ensure continuity of supports, services, and legally compliant decision-making.
  • Support manifestation determination reviews and CSE meetings related to student discipline, including those associated with Superintendent's Hearing proceedings and those occurring outside of the Superintendent's Hearing process.
  • Collect and analyze secondary data related to student outcomes, graduation progress, transition planning, service delivery, compliance indicators, discipline patterns, attendance, and staffing needs.
  • Monitor and adjust secondary programming to improve student outcomes and strengthen intervention, transition support, and legally compliant service delivery.

Additional Responsibilities
  • Promote equity by identifying and addressing barriers to access, services, achievement, belonging, graduation pathways, and postsecondary opportunities for students with disabilities.
  • Collaborate with elementary and secondary leaders to support continuity of services and smooth transitions across grade levels and programs.
  • Support district-level planning related to secondary programming, transition services, inclusive practices, discipline processes, and special education compliance.
  • Perform all other duties as assigned by the Assistant Superintendent for Student Support Services or designee to support the district's mission, departmental needs, and the effective operation of special education programs and services.

Knowledge, Skills, and Abilities
  • Deep understanding of IDEA, CSE processes, IEP development, transition planning, manifestation determination reviews, student discipline protections, and best practices in secondary special education.
  • Knowledge of inclusive education, specially designed instruction, assistive technology, behavioral supports, graduation pathways, diploma and credential options, and postsecondary transition practices.
  • Familiarity with MTSS, restorative practices, secondary instructional supports, agency collaboration, and discipline-related special education procedures.
  • Strong interpersonal, analytical, organizational, problem-solving, and communication skills.
  • Ability to collaborate effectively across departments and support implementation across multiple school sites.
  • Ability to use data to inform decision-making, program adjustments, compliance monitoring, and student support planning.
  • Ability to facilitate complex and emotionally charged meetings with professionalism, clarity, and legal compliance.

Qualifications Profile
Certification/License, Education:
  • NYS Certification as School District Leader, School Administrator/Supervisor, or School Building Leader.
  • NYS Certification/background in Special Education or a related field strongly preferred.

Education: Master's degree in Special Education, Educational Leadership, or a related field required.
Experience:
  • Minimum of 5 years of experience in special education, including leadership, administrative, supervisory, or CSE chairing experience.
  • Secondary special education experience strongly preferred.
  • Experience with transition planning, manifestation determination reviews, discipline-related CSE processes, and postsecondary planning strongly preferred.

Demands/Hazards:
  • Must be able to travel between school buildings.
  • May involve handling emotionally charged situations, including complex family meetings, disciplinary matters, manifestation determination reviews, and high-risk student concerns.
  • Requires sitting, standing, and walking throughout the day, and occasional lifting of instructional materials.

Equipment: Uses standard office equipment such as personal computers, printers, copy and fax machines, and telephones.
Travel: Travels to school district buildings, out-of-district programs, community agencies, and professional meetings as required.

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