Alpena Public Schools is accepting applications for a GSRP Teacher at Besser Elementary Schools.
A completed application will include a current resume, copies of administrative certificates, transcripts, and not more than 3 letters of recommendation. Only applications properly submitted online through the Applicant Tracking system will be considered.
QUALIFICATIONS:
Bachelor’s degree in Education, Early Childhood Education, Child Development, or related field with a specialization in preschool teaching is required.
See attached job description for additional information.
BENEFITS:
Medical/Dental/Vision Insurance
Paid Time Off (Holidays/Sick/Personal/Bereavement)
Spring Break, Summer/Winter Vacation
Retirement/Pension Plans
Life Insurance
Long-Term Disability
Tuition Reimbursement
Student Loan Forgiveness
AT&T School Employee Discount
Alpena Public Schools is an equal opportunity employer and will not discriminate against any employee or applicant on the basis of age, color, disability, gender, national origin, race, religion, sexual orientation, veteran status, or any classification protected by federal, state, or local law.
Position Title: Great Start Readiness Program (GSRP) Teacher
Department: K-12 Programs
Reports To: Building Principal
SUMMARY: The GSRP teacher is responsible for all aspects of planning, assessing, and instructing preschool-aged students, based on the needs of each child, and the requirements of the GSRP grant. The teacher is also responsible for maintaining program quality and documentation as outlined in the GSRP Implementation Manual, and DHS licensing guidelines.
ESSENTIAL DUTIES AND RESPONSIBILITIES:
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Implements developmentally appropriate instruction for children using research-based curriculum.
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Follows the daily schedule as outlined in the curriculum and GSRP guidelines.
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Conducts screening and ongoing assessment of children and provides age-appropriate instructional support.
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Attends staff meetings, workshops, and other scheduled program activities as requested.
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Collaborates with the associate teacher in planning, team meetings, troubleshooting, and decision making.
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Conducts home visits and conferences with the GSRP paraprofessional to partner with parents to meet the educational needs of their children.
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Organizes and maintains records for grant and licensing purposes.
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Creates and updates anecdotal records.
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Develops newsletters and informational materials for families.
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Works with individual and small groups of students.
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Supports children’s emotional and social development, encouraging understanding of others and positive self-concepts.
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Able to work flexible hours as needed for family involvement activities, including home visits, open house.
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Maintains confidentiality.
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Demonstrates behavior that is professional, ethical, and responsible.
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Reviews email communication regularly and responds as needed.
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Maintains regular and reliable attendance.
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Follows all Board Policies.
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Performs other duties as assigned.
SUPERVISORY RESPONSIBILITIES:
Supervises students and may provide oversight to associate teacher and instructional assistant.
QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
EDUCATION and/or EXPERIENCE:
Bachelor’s degree in Education, Early Childhood Education, Child Development, or related field with a specialization in preschool teaching is required.
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Preferred:
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Teaching experience in working with early childhood/preschool children, particularly with at-risk children.
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Knowledge of current research on early childhood literacy.
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Skill in providing effective learning experiences that foster academic-growth in a developmentally appropriate manner.
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TS Gold experience.
LANGUAGE SKILLS:
Ability to read, analyze, and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals. Ability to effectively present information and respond to questions from groups of managers, clients, customers, and the general public.
MATHEMATICAL SKILLS:
Ability to work with mathematical concepts such as probability and statistical inference, fundamentals of plane and solid geometry, and trigonometry. Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations.
REASONING ABILITY:
Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.
OTHER SKILLS and ABILITIES:
Ability to apply knowledge of current research and theory to the instructional program. Ability to plan and implement lessons based on division and school objectives and the needs and abilities of students to whom assigned. Ability to establish and maintain effective relationships with students, peers, and parents; skill in oral and written communication. Skills in computer use are essential. Effective utilization of technology in instruction, planning, data-based decision making and monitoring of student achievement.
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 stand, walk (on level and unlevel ground), sit, climb stairs and talk or hear for extended periods of time. The employee is occasionally required to reach with hands and arms, stoop, kneel, crouch, or crawl. The employee must occasionally lift and/or move up to 40 pounds. The employee must be sufficiently mobile to effectively supervise and assist with students. The employee must be able to escort students and, after proper training, restrain students in an emergency situation. The employee is required to be computer literate and to have the energy to deal with multiple demands. Specific vision abilities required by this job include close vision, distance vision, and the ability to adjust focus.
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 this environment is quiet to loud depending upon the activity in the particular
part of the day. Duties are normally performed in a school/classroom environment. Duties may be occasionally performed on field trips away from school, where noise level may vary. The employee is frequently required to interact with the public and other staff. The employee is directly responsible for the safety, well-being, and work output of students.
The employee shall remain free of any alcohol or non-prescription controlled substance use and/or abuse in the workplace throughout his/her employment in the District.
The information contained in this job description is for compliance with the Americans with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individuals currently holding this position and additional duties may be assigned.
