Reframing the Narrative: From Achievement Gaps to Opportunity Gaps
The shift from talking about achievement gaps to opportunity gaps is critical if we want to address the root causes of inequity in our schools. Too often, the focus remains on student performance metrics without interrogating the conditions that shape those outcomes. For students in historically marginalized communities, particularly in urban centers like New York City, systemic disinvestment has long dictated the level of support they receive. When budgets are determined by enrollment numbers and property taxes, schools in lower-income neighborhoods are structurally disadvantaged from the outset. Title I funding, while necessary, often functions as a band-aid rather than a comprehensive solution to deeply rooted inequities in education systems.
Reframing the discussion allows educators, administrators, and policymakers to move from deficit thinking to a systems-based approach. Instead of asking why a student is behind, we need to ask why the system failed to provide equitable access to early childhood education, experienced teachers, and mental health services. According to the U.S. Department of Education, schools serving predominantly Black and Latino students are more likely to have less access to advanced coursework, experienced teachers, and adequate facilities compared to schools serving majority-white students¹. This inequity is not accidental - it is the product of decades of policy decisions, zoning laws, and budget formulas that favor some communities over others.
Practical Strategies for Supporting Underserved Populations
Addressing opportunity gaps requires a multi-tiered approach that starts with understanding the specific needs of local communities. One effective strategy is to conduct community asset mapping, which identifies both the challenges and the existing resources within a neighborhood. For example, a school located in a food desert may benefit from partnerships with local nonprofits to establish school-based food pantries or meal programs. Collaborations like these have been shown to reduce absenteeism and improve student concentration². Municipal governments and school districts can formalize such partnerships through memoranda of understanding that ensure sustainability beyond pilot phases.
Another practical approach is investing in wraparound services that address the non-academic barriers to learning. This includes access to counselors, social workers, and mental health professionals who understand the cultural and socioeconomic realities of the students they serve. Research from the Learning Policy Institute shows that schools with integrated student support systems have better academic outcomes, particularly for students in high-poverty areas³. By embedding these services within the school day and making them easily accessible, districts can create environments where students are more likely to succeed academically and socially.
Policy Levers to Drive Systemic Change
Municipal and state governments can use policy levers to create more equitable systems. One critical lever is funding reform. Many states continue to rely heavily on local property taxes to fund schools, which entrenches disparities between rich and poor districts. States like Massachusetts have made strides by adopting weighted student funding formulas that allocate more resources to students with greater needs, such as English language learners and those from low-income families⁴. These models can be adapted and scaled based on local context to ensure that funding is responsive to student demographics rather than zip codes.
Another important policy area is teacher recruitment and retention. Schools in underserved communities often struggle to retain experienced educators due to challenging working conditions and lower salaries. Targeted incentives such as loan forgiveness, housing stipends, and mentorship programs have shown promise in retaining high-quality teachers in high-need schools⁵. These strategies require collaboration between departments of education, housing authorities, and local government agencies, but the return on investment is significant when measured by student achievement and teacher stability.
Building Trust and Accountability with Communities
One of the most overlooked components of serving underserved populations is building trust with the communities themselves. Too often, decisions about education policy and school improvement are made without meaningful input from families and students. Participatory budgeting processes, community advisory councils, and school-based decision-making teams can help shift this dynamic. When families see that their voices impact resource allocation and program design, trust increases, and engagement follows. According to a report by the Annenberg Institute, schools that foster strong family-school partnerships see improved attendance, higher academic performance, and stronger community ties⁶.
Accountability must also be redefined. Traditional accountability models rely heavily on standardized test scores, which often fail to capture the full picture of student growth and school quality. Instead, districts should develop holistic accountability systems that include qualitative data, such as school climate surveys, student engagement metrics, and access to enrichment programs. These indicators provide a more nuanced understanding of how well schools are serving all students, not just those who perform well on tests. Shifting to such models requires political will and technical capacity, but it is essential for moving toward a more just and responsive education system.
Conclusion: A Call to Action for Practitioners
Practitioners in the public sector must recognize that underserved populations are not inherently deficient - they are systematically deprived of the resources and opportunities necessary to thrive. Every decision, from zoning regulations to school funding formulas, plays a role in either perpetuating or disrupting inequality. Those working in education, housing, health, and other intersecting sectors must coordinate their efforts to ensure that support systems are aligned and responsive to community needs.
This work requires humility, persistence, and a commitment to equity. It means listening to those most impacted by policy decisions and being willing to change course when data and community feedback indicate that a strategy is not working. By centering opportunity and focusing on system redesign rather than individual blame, municipalities and their partners can begin to close gaps that have persisted for generations. The path forward is not easy, but it is necessary - and it starts with a refusal to accept the status quo.
Bibliography
U.S. Department of Education. 2016. “The State of Racial Diversity in the Educator Workforce.” Washington, DC: Office of Planning, Evaluation and Policy Development. https://www2.ed.gov/rschstat/eval/highered/racial-diversity/state-racial-diversity-workforce.pdf.
Gundersen, Craig, et al. 2015. “Food Insecurity and Health Outcomes.” Health Affairs 34(11): 1830-1839. https://doi.org/10.1377/hlthaff.2015.0645.
Weiss, Heather B., et al. 2014. “Integrated Student Supports: A Summary of the Evidence Base for Policymakers.” Learning Policy Institute. https://learningpolicyinstitute.org/product/integrated-student-supports-summary-evidence-base-policymakers-report.
Massachusetts Department of Elementary and Secondary Education. 2020. “Student Opportunity Act Implementation.” https://www.doe.mass.edu/commissioner/updates/student-opportunity-act.html.
Podolsky, Anne, et al. 2016. “Solving the Teacher Shortage: How to Attract and Retain Excellent Educators.” Learning Policy Institute. https://learningpolicyinstitute.org/product/solving-teacher-shortage-report.
Annenberg Institute for School Reform. 2013. “Building Family-School Partnerships to Improve Student Outcomes.” Brown University. https://annenberginstitute.org/publications/building-family-school-partnerships-improve-student-outcomes.
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ABOUT THE ROLE The Pasadena Police Department is seeking dedicated and ambitious individuals committed to protecting and serving a vibrant, beautiful, and diverse community. The department is founded on a culture of community service, proactive problem-solving, fairness, and personal engagement. Officers work in partnership with residents and the business community to enhance safety. The role offers a range of assignments and opportunities, including involvement in major events such as the Rose Bowl, Old Town activities, and movie and TV filming. KEY RESPONSIBILITIES - Enforce the law and deal with a variety of challenging situations with strong moral and physical courage - Evaluate sensitive and dangerous situations quickly and take effective, reasonable action - Read and understand departmental policies, rules, instructions, laws, regulations, and police literature - Interact and communicate tactfully and effectively with a culturally diverse population - Write clear and accurate reports - Demonstrate respectful community policing through considerate behavior for people and neighborhoods - Adapt to frequent change and remain highly flexible - Perform shift and overtime work as required MINIMUM QUALIFICATIONS - Current non-probationary California peace officer in possession of a California Basic POST certificate - High school graduate, GED, or other high school equivalency certificate, OR attainment of a two-year, four-year, or advanced degree from an accredited or approved institution - Possess the physical and ethical capacity and values needed to perform the duties of a Police Officer - Strong interest in serving the community of Pasadena SPECIAL REQUIREMENTS - Possession of a Class C California Driver's License at the time of appointment and as a condition of continued employment - Vision requirements: At least 20/100 correctable to 20/30 and free from color blindness. For candidates who have successfully worn soft contact lenses for at least one year, vision must be 20/200 uncorrected, correctable to 20/30, and free from color blindness - No conviction of any felony offense, certain misdemeanor offenses, any offense reflecting lack of character, judgment, or morals, or any other than honorable military discharge - Must be found free from any physical, emotional, or mental condition, including bias against race or ethnicity, gender, nationality, religion, disability, or sexual orientation, which might adversely affect the exercise of the powers of a peace officer SELECTION PROCESS 1. Training and experience evaluation 2. Physical Agility Test (Qualifying): 30 push-ups within 2 minutes, 30 sit-ups within 2 minutes, 1.5-mile run within 14 minutes, and lift/drag a 165-pound dummy 32 feet within 10 seconds 3. Oral Interview Examination (Weighted 100%): 5 to 10 questions covering city demographics, interest in the department, and a scenario question 4. Eligible List Ranking: Candidates remain on the list for one year; top candidates are referred first based on vacancies 5. Background Investigation: Comprehensive review of background, education, employment history, credit, criminal record, and DMV review 6. Police Chief's Background File Review and Oral Interview (Qualifying) 7. Polygraph Examination (Qualifying) 8. Psychological Evaluation (Qualifying) 9. Medical Examination (Prior to appointment) Note: Veterans receive a 3-point preference added to the final qualifying score if they provide documentary evidence of at least one year of active military duty and honorable discharge. HOW TO APPLY - Submit an application and upload your California Basic POST certificate as an attachment - If claiming veterans preference, submit documentary evidence of honorable discharge with the application - Note: A specific application portal link is not provided in the text; candidates should refer to the City of Pasadena official careers page or contact the department for the direct application link. EMPLOYMENT DETAILS - Job Type: Full-Time - Department: Police - Location: City of Pasadena, CA - Opening Date: 01/08/2026 - Closing Date: Continuous - Probation: Candidates selected are subject to a one-year probationary work period - Employer: City of Pasadena
ABOUT THE ROLE The Administration for Children’s Services (ACS) Office of Family Team Conferencing is seeking a Conference Facilitator to support Child Protection divisional best practices. This role focuses on facilitating conferences that address child safety, risk, well-being, permanency, and family support. The primary goal is to develop appropriate safety decisions and plans to prevent removal when safe, or to determine the best suitable out-of-home placement through the exploration of familial and fictive kin resources. The successful candidate will work with key stakeholders, including children, families, service providers, and community resources, to make recommendations for referrals and resources. Permanent Child and Family Specialists are encouraged to apply. IMPORTANT NOTE: The selected candidate must take and pass the next open competitive exam for the Child and Family Specialist title to avoid being "bumped" from the position when the eligible list is established. KEY RESPONSIBILITIES - Attend and facilitate all Family Team Conferences (FTCs) focusing on child safety, risk, well-being, permanency, and family support. - Ensure placement and discharge decisions reflect ACS commitments, values, and principles. - Address critical issues and concerns of the child, family, provider agencies, divisional partners, and Family Court during conferences. - Use a decision-making process involving key stakeholders to make recommendations for referrals and resources. - Prepare and complete administrative functions, including timely documentation of conferences, data, action plans, and reports. - Complete Expedited Home Study packages (5300 series) with kinship resources in the community. - Make DOAS requests for items to support children in kinship resource homes. - Request Emergency Funds/Miscellaneous Reimbursement Payments for kin resources caring for children. - Interface with interagency critical support resources (e.g., clinical consultation team, MCHU, Investigative Consultants) to identify barriers and concerns specific to child safety. MINIMUM QUALIFICATIONS Candidates must hold a Master’s Degree in Social Work from an accredited school of social work AND meet one of the following experience and licensure combinations: Option 1: - A valid New York State Registration as a Licensed Clinical Social Worker (LCSW). - At least one year of full-time, satisfactory, post-graduate experience including substantial experience in: - Facilitation of family team conferences or family group decision-making meetings utilizing a conferencing model emphasizing family engagement and consensus-based decision-making; OR Option 2: - A valid New York State Registration as a Licensed Master of Social Work (LMSW). - At least three years of the experience described in Option 1. Up to two years of this experience may have been in the supervision of social work practice areas described above. Option 3: - At least three years of the experience described in Option 1. - A valid NYS LCSW or LMSW license must be obtained within one year of appointment. - Note: Employees who fail to obtain their license within one year may have their probation extended by up to six months. General Requirement: At least one year of the required experience must have been obtained in the last five years. SPECIAL REQUIREMENTS - Background Check: Section 424-A of the New York Social Services Law requires an inquiry into whether the candidate has been the subject of a child abuse and maltreatment report. - Preferred Skills: - Excellent written and verbal communication skills. - Excellent analytical, organizational, and interpersonal skills. - Proficient knowledge in the use of NYS Connections Database, Microsoft Word, Excel, and Access. - Residency Requirement: New York City residency is generally required within 90 days of appointment. Current City Employees with 2 continuous years of service may be eligible to reside in Nassau, Suffolk, Putnam, Westchester, Rockland, or Orange County. SELECTION PROCESS Exam May Be Required. Candidates are strongly encouraged to take and pass the next open competitive exam for the Child and Family Specialist title. Only candidates under consideration will be contacted. No phone calls, faxes, or personal inquiries permitted. HOW TO APPLY Go to www.cityjobs.nyc.gov or www.nyc.gov/ess (for current NYC employees) and search for Job ID # 759073. Click "Apply Now." EMPLOYMENT DETAILS - Location: Queens, NY (Candidates will be assigned to either 2100 Bartow Avenue or 1200 Waters Place) - Department: DCP Family Team Conferencing - Employment Type: Full-Time - Benefits: Eligibility for federal/state loan forgiveness and repayment assistance programs (e.g., Public Service Loan Forgiveness). - Equal Opportunity Employer: The City of New York is committed to diversity and providing a work environment free from discrimination and harassment.
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ABOUT THE ROLE This is a full-time, permanent, non-competitive class position under the Hiring for Emergency Limited Placement - Statewide (NY HELPS) program. The Registered Nurse in the Risk Management Department investigates incidents relating to medication errors, adverse drug reactions, falls, and other clinically related events. The role involves participating in committees, identifying potential risks, mitigating risks to improve patient safety and outcomes, and improving the overall culture of safety. KEY RESPONSIBILITIES - Manage all aspects of reportable incidents as required by OMH and The Justice Center. - Investigate serious incidents and conduct special investigations in accordance with oversight guidelines. - Compile all investigative materials and reports presented to the Incident Review Committee and oversight bodies. - Work with various departments to ensure corrective actions are completed. - Attend and participate in various meetings, committees, and workgroups. - Actively participate in Root Cause Analysis (RCA) groups following a near miss or significant event. - Collaborate with various departments to ensure the continued implementation and compliance of ObservSMART. MINIMUM QUALIFICATIONS - License and current registration as a registered professional nurse in New York State. - OR, for candidates within State Service: One year of permanent competitive or 55-b/55-c service in a title eligible for transfer under Section 70.1 of the Civil Service Law. SPECIAL REQUIREMENTS - Must attend the OMH Special Investigator Training. - Must maintain license and/or registration; failure to do so will result in removal from the position. - Cannot be listed as an excluded individual or entity on any Federal and/or State Medicaid and Medicare exclusion lists. - May be required to become an enrolled Medicare provider and obtain a National Provider Identifier (NPI) number to allow services to be billed through Medicare and Medicaid. - Background checks will be required. SELECTION PROCESS - Review of application materials, resume, and Office of Mental Health Employment Application. - Background checks to verify identity and eligibility. HOW TO APPLY - Indicate the Title, Vacancy ID #, and Location in the subject line of your email or fax. - Complete the Office of Mental Health Employment Application. - Submit the application, resume, and other materials via fax to 716-816-2554 or email to bpc-careers@omh.ny.gov. - Alternatively, apply online via the OMH jobs portal. EMPLOYMENT DETAILS - Employer: New York State Office of Mental Health (OMH) / Buffalo Psychiatric Center - Location: 400 Forest Avenue, Buffalo, NY 14213 (Erie County) - Job Type: Full-Time, Permanent, Non-competitive Class - Vacancy ID: 220139 - Bargaining Unit: PS&T - Professional, Scientific, and Technical (PEF) - Schedule: Monday - Friday, day shift (6 AM - 6 PM), 40 hours per week. Occasional evening, night, weekend, and holiday work may be required. - Benefits: NYS medical, dental, and vision insurance, access to tuition assistance programs, paid time off (13 paid vacation days in the first year, 5 paid personal days, 13 paid holidays, and paid sick leave), and NYS Retirement programs. - Equal Opportunity: OMH is an equal opportunity/affirmative action employer committed to supporting underserved individuals and maintaining a diverse and inclusive workplace.
ABOUT THE ROLE This is a full-time, permanent, unclassified, 10-month appointment at the New York State School for the Blind. The role involves working collaboratively with multi-disciplinary teams to develop, implement, and monitor a school-wide curriculum plan based on the Expanded Core Curriculum, supporting classroom instructors, and providing professional development and technical assistance. KEY RESPONSIBILITIES - Communicate and work collaboratively with multi-disciplinary teams. - Assist department leaders and classroom instructors with the development, implementation, and monitoring of a school-wide curriculum plan based on the Expanded Core Curriculum. - Participate in or facilitate curriculum review committees. - Stay informed of trends in instructional methods and educational technology. - Assist teachers in incorporating new technology into their lessons. - Provide feedback to teachers based on individual observation and student performance data. - Use data to monitor performance on New York State Learning Standards. - Provide professional development and technical assistance to support classroom instructors. - Serve as a resource to staff and teachers in the curriculum, instruction, and assessment process. - Perform other duties as requested by the Head of Department. MINIMUM QUALIFICATIONS - Bachelor's degree or higher. - Valid Teacher of the Visually Impaired Certification. - Ability to perform moderate to heavy lifting of children. - Preferred: NYS Teaching Certificate in Special Education. SPECIAL REQUIREMENTS - Must possess valid New York State teaching certification in Teacher of the Visually Impaired with active registration at the time of hire. - Continued employment depends on maintaining this valid certification and adhering to all relevant professional development and training requirements. - Candidates with initial certification must obtain a professional certification prior to the expiration of the initial certification. - Fingerprinting through the FBI and Division of Criminal Justice Services, background check with the Office of Children and Family Services, and clearance from the Justice Center Staff Exclusion List are required (fees at applicant's expense, unless fingerprints exist in the NYS TEACH System). - Verification of bachelor's degree and valid NYS teaching certification/transcripts is required at the time of interview. SELECTION PROCESS - Review of resume and letter of interest to ensure minimum qualifications are clearly met. - Verification of degree, transcripts, and valid NYS teaching certification at the time of interview. - Completion of background checks, fingerprinting, and Staff Exclusion List clearance. HOW TO APPLY - Send a resume and letter of interest by August 20, 2026, to nyssbjobs@nysed.gov (email submissions are preferred). - The resume must clearly indicate how the candidate meets the minimum qualifications. - Include the Box number (BAT-550/00124) in the subject line of the email and cover letter. - Do not submit links to application materials (e.g., Google Docs). EMPLOYMENT DETAILS - Employer: New York State Education Department (NYSED) / New York State School for the Blind - Location: Batavia, NY (Genesee County) - Job Type: Full-Time, Permanent, Unclassified Service, 10-month appointment - Vacancy ID: 211134 - Bargaining Unit: PS&T - Professional, Scientific, and Technical (PEF) - Schedule: Monday-Friday, 7:30 AM to 3:00 PM (37.5 hours per week) - Benefits: 30 hours paid personal leave annually, 12 days (84 hours) paid sick leave per school year, health/dental/vision benefits, NYS pension system or Optional Retirement Defined Contribution Plan with 8% salary match, Paid Parental Leave, Public Service Loan Forgiveness (PSLF), and deferred compensation options. - Equal Opportunity: NYSED is an equal opportunity/affirmative action employer.
ABOUT THE ROLE The Office of Homeless Services (OHS) in Philadelphia is seeking a Senior Project Manager to support the agency’s mission of making homelessness rare, brief, and non-recurring. Reporting to the Deputy Director of Policy, Planning and Performance Management (P3), this role is responsible for implementing systems to ensure OHS effectively performs its role as the Collaborative Applicant for the US Department of Housing & Urban Development’s Continuum of Care (CoC) Program. The position involves implementing the "Roadmap to Homes" 5-year strategic plan, supporting citywide planning efforts, and ensuring compliance with federal regulations such as the HEARTH Act, ESG Interim Rule, and HMIS Proposed Rule. The ideal candidate will work collaboratively with community partners, HUD-funded agencies, and stakeholders to develop community-wide plans and improve system performance. KEY RESPONSIBILITIES - Support the planning team with HUD Continuum of Care governance structures and committees - Review and analyze federal/local regulations, national trends, and performance data to design strategies for the homeless assistance system - Manage processes to develop, implement, and monitor Philadelphia’s strategic plan and related action steps - Utilize data analysis to recommend policy and system changes aligned with trauma-informed, person-centered care - Develop and implement workplans for CoC activities and agency needs - Coordinate community-wide efforts, including strategic planning and community meetings - Collaborate with P3 units to improve configuration, quality, and system performance - Establish project needs, deadlines, budgets, and plans across OHS divisions - Facilitate, coordinate, and organize logistics for the PA-500 CoC annual Point in Time Count - Report to the P3 Deputy Director on goals and action steps for special initiatives - Provide support for Local CoC Competition and HUD Competition applications MINIMUM QUALIFICATIONS - Bachelor’s Degree from an accredited college or university required; Master’s Degree preferred - At least four (4) years of experience in supervision and management - At least four (4) years of experience in program or grant administration - Experience in a non-profit or government setting addressing housing or other social services - OR any equivalent combination of education and experience deemed acceptable by the Personnel Department - Ability to physically perform the duties of the position SPECIAL REQUIREMENTS - Residency: Must be a resident of the City of Philadelphia within six months of hire - Skills and Competencies: - Strong project management skills (planning, coordination, timeline management) - Excellent oral and written communication skills - Relationship management and stakeholder engagement abilities - Attention to detail and ability to multitask - Proficiency in computer applications and scheduling tools - Knowledge of project management best practices - Decisiveness, problem-solving, and effective delegation skills - Vaccinations: Not required for this non-medical, non-patient-facing position SELECTION PROCESS - Interested candidates must submit a cover letter and resume - Applications will be reviewed based on minimum qualifications and relevant experience - Specific examination details are not listed in the posting HOW TO APPLY - Submit a cover letter and resume through the City of Philadelphia application portal - Ensure all required documents are attached before submission EMPLOYMENT DETAILS - Employer: City of Philadelphia, Office of Homeless Services - Location: Philadelphia, PA - Job Type: Full-Time - Minimum Education: High School/GED (Note: Bachelor's Degree is required per Qualifications section) - Benefits: - Unlimited FREE public transportation via SEPTA’s Key Advantage program - 8 weeks of paid parental leave - Comprehensive health coverage for employees and eligible dependents - Paid vacation, sick leave, and holidays - Generous retirement savings options - Eligibility for Public Service Loan Forgiveness (PSLF) - Tuition discounts and scholarships (10-40% savings) at partner colleges/universities - Equal Opportunity Employer: Does not permit discrimination based on protected characteristics. Contact the Philadelphia Commission on Human Relations for discrimination concerns.
ABOUT THE ROLE This is a full-time, permanent, non-competitive class position under the Hiring for Emergency Limited Placement - Statewide (NY HELPS) program. The role involves performing a variety of tasks related to the care, engagement, treatment, education, recovery, safety, and security of individuals with mental illness in forensic hospitals and units operated by the Office of Mental Health (OMH). KEY RESPONSIBILITIES - Participate in the development and implementation of treatment plans. - Interact with patients and observe progress and responses to treatment. - Assist and instruct patients in attending to personal care tasks. - Escort patients to activities and appointments on and off facility grounds. - Complete necessary documentation and maintain patient records. MINIMUM QUALIFICATIONS Candidates from outside or within State Service must meet one of the following: - High School or High School Equivalency Diploma and two years of full-time direct patient care experience in a health care, behavioral health, corrections, or juvenile justice setting/program. - An associate's degree and one year of full-time direct patient care experience in a health care, behavioral health, corrections, or juvenile justice setting. - A bachelor's degree. Alternatively, candidates from within State Service can be considered for a competitive class appointment if they have one year of permanent competitive or 55-b/55-c service in a title eligible for transfer under Section 70.1 of the Civil Service Law. SPECIAL REQUIREMENTS - Must be able to communicate and follow oral and written instructions and directions in English. - Must not be listed as an excluded individual or entity on any Federal and/or State Medicaid and Medicare exclusion lists. - May be required to possess a valid New York State motor vehicle operator's license at the time of appointment and continuously thereafter. - May be required to become an enrolled Medicare provider and obtain a National Provider Identifier (NPI) number. - Background checks will be required. SELECTION PROCESS - Review of application materials to verify minimum qualifications. - Background checks to verify identity and eligibility. - Potential physical exam and drug screening test to ensure the ability to satisfactorily perform the duties of the position with or without reasonable accommodation. HOW TO APPLY - Indicate the Title and Location of the position you are applying for. - Complete the Office of Mental Health Employment Application (available via the OMH employment website). - Submit the completed application and other materials to the Human Resources contact information provided. EMPLOYMENT DETAILS - Employer: New York State Office of Mental Health (OMH) / Central New York Psychiatric Center - Location: 9005 Old River Road, Marcy, NY 13403 (Oneida County) - Job Type: Full-Time, Permanent, Non-competitive Class - Vacancy ID: 218464 - Bargaining Unit: SSU - Security Services Unit (NYSCOPBA) - Schedule: All three shifts, 40 hours per week. Mandatory overtime is required. - Benefits: NYS medical, dental, and vision insurance, access to tuition assistance programs, paid time off (13 paid vacation days in the first year, 5 paid personal days, 13 paid holidays, and paid sick leave), and NYS Retirement programs. - Equal Opportunity: OMH is an equal opportunity/affirmative action employer committed to supporting underserved individuals and maintaining a diverse and inclusive workplace.