GSRP Lead Teacher

Job Title: Classroom Teacher, Great Start Readiness Program Classification Professional Reports To Coordinator, Early Childhood Center Salary Range This position is on the Early Childhood Center Scale that is grant funded, $37,167.36 - $48,927.04 per year. Due to grant funding, there are no negotiations available on this hourly rate. General Job Function The Great Start Readiness Teacher provides age and developmentally appropriate learning experiences with a classroom of four‑year old children resulting in their successful transition into kindergarten. Responsible for successfully developing the emotional, physical, social, and intellectual growth of assigned children, recognizing and responding to the individual needs of each child. Home visits and parent engagement activities also required. Each teacher is responsible for a classroom of 16 children to instruct seven hours per day. Minimum Qualifications Possession of the following minimum credentials: Valid Michigan teaching certificate and an early childhood specialist endorsement (ZA or ZS), or A bachelor’s degree in early childhood or child development with a specialization in preschool teaching. Transcripts will document a major, rather than a minor, in child development or early childhood education. Prior early childhood classroom experience preferred. The ability to work and communicate effectively with parents and young children. Home visitation experience preferred, particularly with young families. Successful pre‑employment physical exam including tuberculosis screening and criminal records background check. Preferred Competencies Understanding the Organization: Serves as a strategic partner to build, grow and maintain profitable and long‑lasting relationships with key stakeholders. Building Collaborative Relationships: Finds common ground and drives to consensus; takes a proactive approach to relate, build and maintain rapport with stakeholders; understands interpersonal and group dynamics and responds in an effective manner. Making Complex Decisions: Is respected by others for displaying student‑focused decisions; takes a proactive approach as an effective liaison between multiple and diverse stakeholders. Taking Initiative: Identifies and seizes new opportunities with a student focus; adapts quickly to changing resource requirements. Being Authentic: Provides direct and actionable feedback; shows consistency between words and actions. Being Flexible and Adaptable: Remains calm and productive in uncertain situations; takes on the challenge of unfamiliar tasks. Essential Job Functions Develops daily lessons aligned with the program’s school readiness goals, philosophy, child development domains, and curriculum. Engages in instructional practices aligned with the program’s adopted research‑based curriculum. Observes and assesses individual children in accordance to the program’s policies and procedures. Observations and assessments are timely and reliable measures of children’s development. Provides an appropriate climate to establish and reinforce acceptable pupil behavior, attitudes, and social skills. Actively utilizes the program’s adopted child behavior framework. Creates a safe and effective environment for learning through functional and attractive displays, interesting learning centers and exhibits of children’s work. Provides individual and small group instruction designed to meet individual needs of pupils in communication skills, health habits, physical skills and development of self‑concepts. Assists in maintaining accurate and an up‑to‑date file on each child in accordance to program policies and procedures. Actively engages with parents/caregivers in order to enhance child’s success and readiness to enter Kindergarten successfully. Promotes parent/caregiver participation and involvement in education activities provided for their children. Communicates regularly and documents communication with parents/caregivers by means of a newsletter, notes, phone calls, conferences and home visits. Refers to advocate/outreach services for families. Acts as liaison between families and community agency service providers; assists families in accessing appropriate services in the community. Interprets school programs to parents/caregivers in order to strengthen parental understanding of the individual child’s needs and the school’s role in the child’s life. Enriches the educational program through study trips to community resources such as museums, parks and through classroom visits by resource persons from the school and community. Assists with the recruitment of families eligible for GSRP services. Plans and coordinates the work of classroom assistants, parents, and volunteers in the classroom and on field/study trips. Attends and actively participates in staff meetings and professional development opportunities as assigned. Conducts such other tasks and assumes other responsibilities as may be assigned. Notable Physical Requirements The pre‑school classroom environment requires much standing, sitting, bending, twisting, and squatting throughout a typical day. Driving is required for home visitations. Occasionally required to lift objects up to 30 pounds. There are frequent requirements to lift, hold and move moderate … and to control outbursts of physical behavior in the classroom setting. Typical Work Environment Most work is performed at the early childhood center location. Home visitation also required. Evaluation Employees in this classification are evaluated prior to the completion of probationary status and according to Board policy thereafter. Travel Expectations Occasional local and non‑local travel. Pay Structure Commensurate with MAISD wage and benefit schedule. EEO Statement It is the policy of the Muskegon Area Intermediate School District that no staff member, candidate for employment, program participant, or recipient of services shall experience discrimination on the basis of race, color, national origin, sex (including sexual orientation or transgender identity) disability, age, religion, height, weight, marital or family status, military status, ancestry, genetic information, or any other legally protected category (collectively "Protected Classes"), in its programs and activities, including employment opportunities. Inquiries related to issues of discrimination on the basis of disability should be directed to the Director for Special Education at View phone number on click.appcast.io. All other discrimination inquiries or requests for special accommodations to participate in a program, event, or activity should be directed to the Associate Superintendent for Human Services at View phone number on click.appcast.io. #J-18808-Ljbffr Sylvania