Substitute Teacher - Full Time

Description

Matrix Human Services is Educating Children, Supporting Families and Rebuilding Neighborhoods in Detroit.
THE IMPACT YOU WILL BE A PART OF WITH JOINING MATRIX

• Over 30 program locations throughout Detroit and surrounding areas
• 20,000+ individuals benefiting from Matrix services every year
• The largest Head Start Program in the city of Detroit
• The largest HIV treatment and prevention program in Detroit
• After school youth services and academic enrichment
• Workforce Development and Financial Literacy Programs
• Housing Education and Home Buying Assistance
• Healthy Senior Living Program

FOCUS ON PERSONAL AND CAREER DEVELOPMENT. Tuition Assistance. Professional Development Support. In-House Learning and Professional Development Platform.
WE EMBRACE WORK LIFE BALANCE. Vacation Banks. Paid Holidays.
BENEFITS OPTIONS. Medical/Rx. Dental. Vision. Life/AD&D Insurance. Flexible Spending Accounts. Combine Short- & Long-Term Disability. Employee Assistance Program (EAP). 403(b) Retirement Account.
CEO Starr Allen-Pettway has been honored by the Michigan Chronicle as a distinguished nonprofit leader in Southeast Michigan.
CORE VALUES:

• Positive Attitude
• Always Learning
• Results Through Accountability
• Building Relationships

JOB SUMMARY/ACCOUNTIBILITY:

The Substitute Teacher is responsible for providing a safe, nurturing learning environment for children and their parents. With support from the Teacher or Assistant Teacher, the Temporary Assistant Teacher assists in implementing the curriculum and providing active supervision for the children.

GENERAL RESPONSIBILITIES:

• Create and maintain a clean safe, healthy, and developmentally focused learning environment
• Supervise and monitor children at all times and respond appropriately to crisis or emergency situations as they occur
• Implement program-sanctioned active supervision and health and safety practices that ensure children are kept safe at all times
• Establish a positive classroom climate
• Guide the behavior of children in positive, effective ways
• Follow a consistent schedule that includes small and large group experiences, work time, music and movement, large and small motor activities, skill development, meals and effective transitions between activities
• Encourage experimentation, exploration, problem-solving, cooperation, socialization, and choice-making; ask open-ended questions and follow-up questions to promote further thinking skills
• Use outdoor time as an extension of the classroom, ensure the playground is safe
• Promote English language acquisition for children who are English and dual language learners
• Release children only to individuals with appropriately assigned permission
• Eat with and assist children in the development of social and self-help skills, and sound nutritional practices
• Assist with the sanitation of classroom equipment and toys, and the daily classroom health and safety checklist
• Support the role of families as the first and primary teachers of their child
• Assist in adapting lesson plans to meet the individual goals for children as identified in their Individual Learning Plan (ILP), Individualized Education Plan (IEP) and Individualized Family Service Plan (IFSP)
• Monitor for and report all instances of child abuse and neglect
• Assist with inventory of equipment and supplies
• Cooperate with other staff and classroom groups to maintain the smooth functioning of the center, which at times may require changes to meet the needs of the children
• Ensure all developmental screenings are completed within 45 days of enrollment
• Use appropriate observation and ongoing assessment; track to ensure positive child outcomes
• Maintain ongoing anecdotal notes to monitor children’s individual development
• Input COR notes into the database system within the timeline set by the program
• Maintain adequate safeguards for the privacy and confidentiality of information
• Complete required documentation of relevant activities and submit records and reports in a timely and accurate manner
• Stay abreast of current issues and trends by participating in grantee-sponsored training. center pre-service and in-service training, and other continuing education, career, and professional development opportunities; read and review regulations and other resources
• Provide for the physical needs of preschoolers, including diapering and potty training
• Must be willing to fill in where needed
• Perform other duties as assigned

POSITION QUALIFICATIONS:

• High School Diploma.
• CDA credential or a state-awarded certificate that meets or exceeds the requirements for a CDA credential is preferred, although enrollment in a program that will lead to an associate or baccalaureate degree or, are enrolled in a CDA credential program to be completed within two years of the time of hire is acceptable
• One-year experience working with children and families preferred
• Personal qualifications include emotional maturity, willingness to cooperate with the aims of the program, respect for children and adults, flexibility, patience, good personal hygiene, and physical and mental health which does not interfere with responsibilities
• Knowledge and experience with the basic principles of child development
• Knowledge of Head Start Program Performance Standards and Michigan Childcare Licensing Regulations
• Effective in an environment of cultural diversity; comfortable in a collaborative, team-based work setting
• Proficient in Microsoft Office
• Reliable transportation is required
• Follow the chain of command for all conflict situations

WORKING AND ENVIRONMENTAL CONDITIONS:

Possible exposure to blood and bodily fluids or tissues; Possible exposure to communicable diseases; Job may require lifting up to 45 pounds, sitting, standing, walking, squatting, kneeling, climbing, and bending for periods of time