The primary function of the GSRP Teacher is to plan, supervise, and implement a developmentally appropriate early childhood program, and meet the social, emotional, intellectual, and physical needs of young children in the Great Start Readiness Program (GSRP).
Bachelor’s Degree in Elementary Education or Early Childhood Education or Child Development; valid Michigan Teacher Certificate with an early childhood (ZA) endorsement preferred; Child Development Associate Credential (CDA);
Current first aid and infant, child, and adult CPR training;
Minimum two (2) years work experience in early childhood in an early childhood setting;
Excellent interpersonal and organizational skills;
Excellent problem solving skills;
Ability to work cooperatively with others.
Language Skills: Ability to read, analyze, and interpret general periodicals, professional journals, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals. Ability to effectively present information and respond to questions from groups of directors, clients, customers, and the general public.
Mathematical Skills: Ability to perform these essential duties using mathematical units of American money and weight measurement, volume and distance. Ability to calculate figures and amounts mathematically related to proportions, percentages, area, and circumference using appropriate and basic mathematical skills. Ability to apply concepts of basic algebra and geometry.
Reasoning Ability: Ability to solve routine problems with minimal supervisory assistance. Ability to establish and maintain effective working relationships with students, with staff and with the community. Ability to perform duties with awareness and consistency to the mission and goals established by the Board of Education.
Physical Demands: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable Individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is regularly required to sit, stand and walk. The employee is occasionally required to walk; use hands to hold, handle, or feel objects, tools, or controls; reach with hands and arms; and talk or hear. Ability to lift up to 50 pounds such as equipment and children and in excess of and up to 50 pounds using mechanical or physical assistance. Ability to climb ladders and work in high places, kneel and stoop. The employee must be able to meet deadlines with and be flexible in accommodating scheduled activities/events during their shift. Occasionally the employee must use hand/grip strength to do manual tasks. Specific vision abilities required by this job include close vision, distance vision, and depth perception.
Work Environment: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable Individuals with disabilities to perform the essential functions. . The noise level in the work environment is usually quiet to moderate to loud.
The employee shall remain free of any alcohol or nonprescribed controlled substance in the workplace throughout his/her employment in the District (Board Policy 1400).
Supervisory Responsibility: All school employees have some responsibility for supervising students and assisting in maintaining a safe environment at all times; GSRP Assistant Teachers and Aides.
Non-union position.
Plan individual and group activities to stimulate growth in literacy, language, mathematics, science, social and motor skills, such as learning to respond to stories read aloud, listening to instructions, playing with others, using senses to explore and manipulate classroom materials and using play equipment; planning is to be kept in line with GSRP performance standards, National Association for the Education of Young Children (NAEYC) best practice guidelines and Creative curriculum;
Develop and use instructional materials suitable for a learning environment for children with a wide range of mental, physical, and emotional maturity;
Develop in each child an awareness of his/her worth as an individual and their role in family and community;
Encourage children to express themselves creatively in art, music, movement, and dramatic play;
Provide a welcoming and supportive climate to establish and reinforce acceptable child behavior, attitudes, and social skills;
Asses families’ needs and assist with follow up. Conduct home visits;
Create an effective environment for learning through functional and attractive displays, interest centers, and exhibits of children’s work;
Provide individual and small group instruction designed to meet individual needs of children in communications skills, health habits, physical skills, and development of self-concepts;
Maintain routine schedule of observations, data collection, data input, and interpretation;
Plan and coordinate the work of the Assistant Teacher, Aides, parents, students, and volunteers in the classroom and on field trips;
Communicate regularly with parents by means of a newsletter, notes, phone calls, home visits, and individual parent conferences;
Interpret school program to parents in order to strengthen parental understanding of the individual pupil’s needs and the schools role in the child’s life;
Promote parent participation and involvement in education activities provided for their children;
Participate in staff and center team meetings;
Assist in the orientation and training of assistant teachers and aides;
Additional duties may be assigned as needed;
Takes in-service training as provided;
Must be self-directed and have the ability to follow directives from supervisors;
Must maintain confidentiality at all times;
Regular in-person attendance.
