EDUCATION:

Applicant must minimally hold an Associate’s Degree in Early Childhood Education or Child Development; Bachelor’s in Child Development or Early Childhood Education or Bachelor’s degree in Education with a valid Michigan Teaching Certificate with a ZA or ZS preferred. Degrees in alternate fields will be considered with credits in early childhood reflected in the transcript.

EXPERIENCE:

Experience with students in an early childhood setting preferred.

SKILLS/OTHER:

Evidence of accurate record keeping, and data collection skills. Ability to use district technology and maintain proficiency as required. Ability to fulfill responsibilities in accordance with program goals. Maintains a positive working relationship with families, staff, and other stakeholders. Punctuality and good attendance are requirements for the position. Ability to work flexible workdays, work week, and work year. Strong teamwork, interpersonal communication and problem-solving skills. Ability to maintain positive working relationships with team members. Discretion with confidential information. Must be able to pass a physical exam and TB test, and to obtain a satisfactory national sex offender registry and criminal history check through district and State of Michigan’s childcare licensing fingerprinting. Must have a valid Michigan driver license, current automobile insurance and be able to travel to and from homes in the assigned geographical area. Represents the district in a professional manner at all times, including following the district’s dress code. Demonstrate physical stamina necessary for lifting and moving heavy equipment and materials, repetitive stooping, squatting, bending, lifting, walking, kneeling and reaching while maintaining personal balance and stability. Demonstrate honesty, integrity, excellent customer service skills, and the ability to
maintain a calm, poised, and professional image. Ability to exercise good judgment and make decisions in accordance with board policies and established administrative guidelines.

ESSENTIAL DUTIES (MAY INCLUDE, BUT NOT LIMITED TO):

• Plans instructional activities based on student goals and objectives as written in the Individualized Education Program (IEP) for students with disabilities.
• Plans and engages in outdoor experiences for minimally 60 minutes per day in accordance with the State of Michigan’s Childcare Licensing Rules and the GISD’s outdoor policy.
• Develops and uses instructional materials suitable for a learning environment for students with a wide range of mental, physical and emotional maturity.
• Develops in each student an awareness of his/her worth as an individual and their role in family and community.
• Maintains the confidentiality of each student and family. Respects the culture and background of each family served. Maintains confidentiality of co-workers and the workplace.
• Uses developmental screenings and student observation assessments to determine each student’s development and growth in all domains.
• Analyzes and utilizes data for planning instruction and reporting results to program administrators and families.
• Provides a welcoming, nurturing, responsive and supportive environment to establish and reinforce age-appropriate student behavior, and social skills.
• Assesses families’ needs and assists with follow up.
• Conducts two home visits and two parent/teacher conferences per year for each student in class.
• Provides data driven individual and small group instruction to meet individual needs of students in language, cognitive, social emotional and physical skills as well as supporting the development of healthy habits, independence, and self-concept.
• Creates an effective environment for learning through functional and attractive displays, interest centers and exhibits of students’ work.
• Utilizes Child Plus and other program applications as required to document attendance, meal counts, communication, etc.
• Maintains a routine schedule of data collection for student assessment including observations, collection of anecdotal notes, and completion of developmental screenings. Assessments and developmental screeners are completed in the required time frames.
• Uses Teaching Strategies Gold (or other assigned evaluation tool) to analyze data and measure student growth within the timeframe provided by the program.
• Assists students with health and physical needs and personal care routines including toilet training, diapering, and eating.
• Follows Child and Adult Care Food Program (CACFP) regulations during mealtimes.
• Plans and coordinates the work of Associate Teacher, Classroom Support, students and volunteers in the classroom.
• Assists in the orientation and training of staff and volunteers in the room.
• Communicates regularly with families to discuss educational goals and/or concerns. Has the ability to develop written communication in a professional manner when needed.
• Interprets school program to families to strengthen their understanding of their student’s needs and the school’s role in the student’s learning and growth.
• Promotes family involvement in educational activities provided for their students, including volunteering in the classroom or in other activities.
• Participates in staff and center team meetings.
• Participates in required professional development hours, both virtually and in person. Completes virtual training within the designated time frame.
• Actively supervises students at all times. Uses active supervision strategies consistently throughout the building, classroom, and outdoors.
• Understands and implements the program’s social emotional and PBIS strategies consistently when encountering challenging student behavior.
• Works collaboratively with other staff members to best support the student and family. This includes the Associate Teacher, Classroom Support, Early Childhood Specialist, Family Engagement Advocate, and Site Coordinator.
• Assures physical safety as children get on and off the bus. Uses hand-to-hand transfers with bus staff.
• Uses Restorative Practices and other research-based models for conflict resolution with co-workers or stakeholders.
• Participates in a cycle of professional growth with the Site Coordinator and Early Childhood Specialist that includes an annual evaluation and professional development plan.
• Conforms to the GISD Head Start Standards of Conduct.
• Engages in Restorative Practices.
• Consistently models Win-Win leadership.