Frontline Applicant Tracking - Washtenaw Area Schools Application Consortium

Openings as of 4/11/2025

1st Grade Teacher

JobID: 16792

Position Type:
  YCS - Perry Early Learning Center/1st Grade


Date Posted:
  2/20/2025


Location:
  Perry Early Learning Center


District:
  Ypsilanti Community Schools
  Additional Information:  Show/Hide
1st Grade Teacher

REPORTS TO:     Building Principal
SALARY:             Range is $44.450 to $55,150 per the YCEA Contract
Endorsements:  Must have a valid endorsement in your content area
                        
SUMMARY:         Instructs students in activities designed to promote social, physical and intellectual growth in the subject matter and skills that will contribute to their development as mature, able and responsible adults.
 
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:
1.  Valid Michigan teaching certificate
2.  Bachelor degree with required certification
3.  Individuals with relevant teaching experience will receive extra consideration.
4.  Excellent reasoning ability.
5.  Understanding of concepts your content area.
6.  Excellent reasoning ability.
 
ESSENTIAL DUTIES AND RESPONSIBILITIES:  Other duties may be assigned.
      1.   Teaches district-approved curriculum.
      2.   Meets and instructs assigned classes in the locations and at the times designated.
      3.   Plans a program of study that meets the individual needs, interests and abilities of the students.
      4.   Creates a classroom environment that is conducive to learning and appropriate to the maturity and interest of the students.
      5.   Encourages students to set and maintain standards of classroom behavior.
      6.   the learning process toward the achievement of curriculum goals and, in harmony with the goals, establishes clear objectives for all lessons, units, projects and the like to communicate these objectives to students.
      7.   Diagnoses the educational needs of students.
      8.   Evaluates pupils' academic and social growth, keeps appropriate records and prepares progress reports.
      9.   Is available to students and parents for education-related purposes outside the instructional day.
 
TURNAROUND SKILLS:
Ypsilanti Community Schools is a part of the MI Excel Turnaround Network and believes that a new teacher should be able to skillfully demonstrate the following skills:
1.  Collaborates creates and executes clear, logical instructional plans that produce strong results in student learning.
2.  Aligns curriculum, instruction, and assessments while responding to the individual needs of the students
3.  Implements a tiered system of instruction within the classroom to meet the needs of all students
4.  Discuss subject specific content instruction and the drive to try out new ideas to improve student learning.
5.  Coordinate instruction within and across grade levels.
6.  Seek out knowledgeable peers, coaches, or administrators for the instructional support in the never-ending quest to deliver the vision of high quality subject-specific instruction in every class period every day.
8.  Thrive in a professional environment that is one of mutual respect, teamwork and accountability
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 frequently required to stand and talk or hear and sometimes to walk and sit.  Occasionally the employee will bend or twist at the neck more than the average person.  While performing the duties of this job, the employee may occasionally push or lift up to 50 lbs., such as boxes of books and AV/VCR carts.
 
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 moderate to loud.  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 out-put of students.
 
APPLICATION PROCEDURE:
Complete all sections of the online application at:
http://www.ycschools.us/employment. It is required that applicants upload copies of the following documents: letter of interest and resume.



DEADLINE:
The deadline to apply for this posting is Until Filled.



TERMS:
The contract, salary and other employment conditions will be established by the Board of Education. Applicants who receive a conditional offer of employment for this position will be required to commit to leadership with a traditional and/or balanced calendar. Further, applicant must agree to fully participate in all relevant training inclusive of or unique to the building assigned and the District.



FUNCTIONS OF POSITION DESCRIPTION:
This position description has been prepared to define the general duties of the position, provide examples of work and to detail the required knowledge, skills and ability as well as the acceptable experience and training for the position. The description is not intended to limit or modify the right of any supervisor to assign, direct and control the duties of employees under supervision. The Ypsilanti Community Schools retains and reserves any and all rights to change, modify, amend, add to or delete from any portion of this description in its sole judgment. 

This position description is not a contract for employment. 
The Ypsilanti Community Schools is an equal opportunity employer, in compliance with the Americans with Disabilities Act. The District will provide reasonable accommodations to qualified individuals with disabilities and encourages both prospective and current employees to discuss potential accommodations with the employer.
 
At Ypsilanti Community Schools (YCS), we define Culturally Proficiency as a mindset, a worldview, and a way an individual or an organization makes assumptions for effectively describing, responding to, and planning for issues that arise in diverse learning environments. Cultural Proficiency it’s a process that we must trust, believe in, and live through our actions daily. At YCS, we are committed to deep equity work regarding excellence, voice, and access by strategically focusing on the right work, at the right time, for the right common purpose.



The Board of Education does not discriminate on the basis of race, color, national origin, immigration status, sex (including sexual orientation or transgender identity), disability, age, religion, height, weight, martial or family status, military status, ancestry, genetic information, or any legally protected category not otherwise listed, (collectively, “Protected Classes”), in its programs and activities, including employment opportunities.
 




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Openings as of 4/11/2025

Associate Teacher

JobID: 16905

Position Type:
  YCS - Perry Early Learning Center/Associate Teacher


Date Posted:
  4/1/2025


Location:
  Perry Early Learning Center


District:
  Ypsilanti Community Schools
  Additional Information:  Show/Hide
Position Title:     Associate Teacher – Early Childhood
Reports To:         Classroom Teacher – Principal
Hourly Rate:        $16.90
                               
SUMMARY:
 
The Associate Teacher (Early Childhood) works as a part of a teaching team to assist the Classroom Teacher in the preparation, planning and executing of the daily operations of the District's Pre-kindergarten classroom (Head Start and GSRP) including building relationships with families, supporting the transportation of children when needed, taking the Classroom Teacher role during teacher planning and occasional absences and implementing the Head Start and GSRP Performance Standards. This position works with families to promote parent involvement in the program. The Associate Teacher may be assigned additional duties based upon program need and areas of developing expertise. This position works in partnership with the Classroom Teacher to attain the goals of the program, ensure program quality and achieve appropriate child outcomes.
 
YPSILANTI COMMUNITY SCHOOLS EXPECTS THAT EACH ASSOCIATE TEACHER:
• Commits to ongoing learning and the development of the craft of teaching for self; encourages, supports and mentors ongoing learning in students.
• Commits to high expectations for students, developing a vision of success for each student and moving that student towards its achievement.
• Commits to positive relationships and communication, promoting and modeling a safe and supportive learning culture for all.
• Commits to honoring all students, embracing their community and diversity.
• Commits to establishing a learning environment that is accountable for effective instruction, assessment and data-driven decision-making.
• Commits to using community resources to improve instruction.
• Commits to collegiality and professionalism of self and staff.
QUALIFICATIONS:
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. Alternative requirements that may be appropriate and acceptable to the Board of Education may be considered. 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:
• Possession of a Bachelor's or Associate's Degree in Early Childhood or Child Development preferred. A current CDA credential with appropriate experience may be acceptable in some circumstances. Some exceptions can be made for an individual with an existing 120 clock hour CDA equivalency.
• A minimum of two years early childhood classroom experience an asset.
• Bilingual (English/Spanish) a plus.
• Extensive knowledge and skills in the field of early childhood development.
• Must be willing and able to obtain Basic First Aid and CPR Certification and maintain certification.
• Appropriate Early Childhood Educational experience preferred.
• Knowledge of the basics of working with preschool children.
• Knowledge of the purpose of the Head Start/Great Start Readiness Programs.
• Knowledge of rules and regulations related to Department of Transportation for times when supporting child transportation.
• Knowledge of local resources, customs and language helpful.
• Such alternatives to the above qualifications as the Board may find appropriate and acceptable.
ESSENTIAL DUTIES AND RESPONSIBILITIES:
(Other duties may be assigned.)
• Assists with delivery of Head Start and GSRP services as defined by Head Start Performance Standards, GSRP Implementation Standards and Ypsilanti Community Schools Head Start and GSRP Operational Procedures, especially in the Operations and Education areas of service.
• Assists in establishing a safe, healthy, stimulating and developmentally appropriate learning environment for children between the ages of two and a half to five years old with all abilities.
• Fosters self-esteem, self-direction, self-control and school readiness skills with preschool children by using positive methods and modeling and participating in curriculum development and implementation.
• Complies with program curriculum and supplemental curriculum, State of Michigan Licensing for child care centers, the Head Start Program Performance Standards and GSRP Implementation Standards.
• Assists in screening, observing and assessing children's development on a regular basis, analyzing data and making plans or referrals specific to the needs of the individual child.
• Responsible for understanding Head Start Performance Standards, GSRP Implementation Standards and local child care licensing regulations.
• Attends all workshops and meetings as deemed necessary and in accordance with Head Start and GSRP Performance Standards and Michigan State Licensing requirements.
• Assists in designing daily plans for the classroom which incorporate all aspects of the program's curriculum and developmentally appropriate practice focusing on social-emotional development; cognitive skills; language and literacy development and physical development.
• Assists in providing direction to parents, volunteers and interns through positive communication, mentoring and modeling of desired behaviors and outcomes.
• Establishes and maintains relationships with families working with them to understand their child's development and the importance of early education, proper nutrition and health and dental follow up.
• Provides parents with positive examples for appropriate family activities.
• Works in a diverse environment with children and families of various developmental levels and needs.
• Assists the Teacher in meeting the program's needs for parent/family involvement in each classroom including parent teacher conferences, home visits and school based parent activities.
• Involves parents/families in the educational activities of the program: (1) to emphasize their role as the principal influence on the child's education and development, and (2) to assist parents/families to increase their knowledge, understanding, skills and experience in basic child development.
• Assist other services areas of the program with direct and indirect services.
• Participates in the training of families as requested.
• Assists with identifying, supporting and scheduling for parents and guardians to volunteer in the classroom.
• Positively promotes the district's early childhood and pre-kindergarten programs in the community.
• Provides community resources for families.
• Assists with bussing and with food service duties as needed.
• Participates in recruitment activities.
• Supervises and eats nutritionally prepared meals with the children as a curriculum activity, to model good nutrition and proper social skills in a family style environment as listed in the Head Start Performance Standards and GSRP Implementation Standards.
• Work in a co-teaching environment and assumes the role of Classroom Teacher when necessary for implementing all aspects of the program.
• Assists in closing down classrooms at the end of the program year which includes completing proper cleaning and all end of the year paperwork.
• Participates in professional development, maintains appropriate certification and qualifications and keeps current in changing pedagogy.
• Adheres to district and school rules and procedures.
• Conducts behavior to demonstrate collegiality and professionalism.
• Regular predictable attendance.
• Establishes a relationship of trust and rapport with the families of the children.
• Communicates with families to facilitate positive interaction within the program.
SUPERVISORY RESPONSIBILITIES:
• Position may include supervisory responsibilities over Para-Educator staff and volunteers
LANGUAGE SKILLS:
• Ability to explain and demonstrate appropriate teaching techniques.
• Ability to read, analyze and interpret periodicals and professional journals.
• Ability to effectively present information and respond to questions from groups of educators, students and the general public.
• Ability to write lesson plans, business correspondence and other related correspondence.
• Ability to communicate effectively with children, families and staff.
• Ability to express self clearly, both orally and in writing.
• Ability to read, analyze and interpret information.
TECHNICAL SKILLS:
• Ability to integrate technology into the everyday work flow is necessary.
• Ability to utilize District technology and work to maintain proficiency, as required skill sets change with technology and/or the needs of the District.
• Ability to use computer technology for research, data management, communications and other instruction.
• Ability to use a personal computer (PC) or MAC in a networked environment to utilize the Internet and other electronic communications mechanisms.
• Knowledge of productivity applications such as Microsoft Office (word processing, spreadsheets, database and presentation software) is required.
MATHEMATICAL SKILLS
:
• Ability to apply the concepts of basic math, algebra and geometry consistent with the duties of this position.
REASONING ABILITY:
• Highly proficient in subject areas of: reasoning, problem solving, organizational dynamics and emotional intelligence.
• Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists.
• Exhibit high level of professionalism with the ability to handle confidential information, use good judgment, plan and handle complex projects and maintain a flexible attitude.
• Ability to interpret a variety of instructions furnished in written, oral, diagram or schedule form.
• Ability to define problems, collect data, establish facts and draw valid conclusions.
• Ability to keep all information regarding families strictly confidential.
• Ability to work with typically developing children and children with disabilities.
• Ability to follow directions and take initiative.
INTERPERSONAL SKILLS:
• Ability to build rapport with others and to serve diverse publics.
• Ability to take initiative; work well with others as a collaborative team member and exhibit good communication skills.
• Ability to work effectively and collaboratively with other departments, agencies and individuals. Ability to exhibit patience, tact and sensitivity when communicating with children, families, staff, management, referral sources and the public.
• Ability to project professionalism in conducting daily activities.
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; use hands to finger, handle or feel objects, tools, or controls; reach with hands and arms; talk or hear; and taste or smell. The employee is occasionally required to sit and stoop, kneel, crouch, or crawl. The employee must occasionally lift and/or move up to 35 pounds such as books and teaching material. Specific vision abilities required by this job include close vision, distant vision and the ability to adjust focus. The ability to travel to other buildings is required. The position requires the individual to sometimes work irregular or extended work hours and meet multiple demands from several people.
 
ENVIRONMENTAL ADAPTABILITY:
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 quiet to loud depending upon the activity in the particular part of the day. 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 out-put of students. The employee is exposed to infections at a greater risk than the average person. Occasionally the employee may be required to be outdoors for a short period of time, and therefore subject to varying weather conditions, for purposes of accomplishing the essential functions of this job.
 
APPLICATION PROCEDURE:
Complete all sections of the online application at:    http://www.ycschools..us/employment
 
 
TERMS:
The contract, salary and other employment conditions will be established by the Board of Education. Applicants who receive a conditional offer of employment for this position will be required to work 190 days. Further, applicant must agree to fully participate in all relevant training inclusive of or unique to the building assigned and the District.
 
FUNCTIONS OF POSITION DESCRIPTION:
This position description has been prepared to define the general duties of the position, provide examples of work and to detail the required knowledge, skills and ability as well as the acceptable experience and training for the position. The description is not intended to limit or modify the right of any supervisor to assign, direct and control the duties of employees under supervision. The Ypsilanti Community Schools retains and reserves any and all rights to change, modify, amend, add to or delete from any portion of this description in its sole judgment.
This position description is not a contract for employment.
The Ypsilanti Community Schools is an equal opportunity employer, in compliance with the Americans with Disabilities Act. The District will provide reasonable accommodations to qualified individuals with disabilities and encourages both prospective and current employees to discuss potential accommodations with the employer.
 
The Board of Education does not discriminate on the basis of race, color, national origin, immigration status, sex (including sexual orientation or transgender identity), disability, age, religion, height, weight, maritalor family status, military status, ancestry, genetic information, or any legally protected category not otherwise listed, (collectively, “Protected Classes”), in its programs and activities, including employment opportunities.
 




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Openings as of 4/11/2025

Lunchroom Supervisor

JobID: 16761

Position Type:
  YCS - Perry Early Learning Center/Lunchroom Supervisor


Date Posted:
  2/20/2025


Location:
  Perry Early Learning Center


District:
  Ypsilanti Community Schools
  Additional Information:  Show/Hide

QUALIFICATIONS:                High School diploma or equivalent  
 
                                                Must possess good interpersonal and oral communication skills.
 
LOCATIONS:                         Perry ELC
 
REPORTS TO:                       BUILDING PRINCIPAL
 
WORKS:                                 Approximately 3 hours per day
 
SALARY:                                $11.36/hour
 
CLOSING DATE:                    Posted until filled
 
____________________________________________________________________________________________
 
JOB GOAL OF LUNCHROOM SUPERVISOR:
 
Responsible for providing a safe, clean and orderly lunch period for all students.
 
 
Performance Responsibilities for Lunchroom Supervisor:
 
•     Works with other kitchen, lunchroom, principal and school staff;
 
•     Supervises students from their arrival in lunch line to their departure to playground or classroom;
 
•     Teaches students where to be in lines and where to sit in lunchroom;
 
•     Knows school safety procedures and emergency information;
 
•     Maintains positive communication with students—meet their needs;
 
•     Washes tables, wipes up spills and teaches good manners at lunch;
 
•     Maintains a pleasant environment in lunchroom;
 
•     Receptive to the special needs of students' diets;
 
•      Assist students in any way;
 
 •      Perform other related duties as assigned.





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Openings as of 4/11/2025

Paraprofessional - Special Education

JobID: 16768

Position Type:
  YCS - Perry Early Learning Center/Paraprofessional - Special Education


Date Posted:
  2/20/2025


Location:
  Perry Early Learning Center


District:
  Ypsilanti Community Schools
  Additional Information:  Show/Hide
Position Title: Paraprofessional (Special Education)
Reports To: Principal and/or Special Education Director
Starting Salary:  $15.84 per hour
 
SUMMARY:
The Paraprofessional assists in creating and sustaining a community of learners through the development of a positive classroom and school culture, by holding rigorous and high expectations for students, and by utilizing quality instructional practices matched to student learning needs. The Special Education Paraprofessional assists professional staff in implementing individualized student programs for students with specific academic, medical, physical and/or other needs. The General Education Paraprofessional assists professional staff in implementing the goals of the classroom and/or program. The Paraprofessional collaborates and maintains high levels of communication with professional staff regarding student(s) progress and well-being.
 
YPSILANTI COMMUNITY SCHOOLS EXPECTS THAT EACH PARAPROFESSIONAL:
• Commits to ongoing learning to develop the craft of teaching: encouraging, supporting and mentoring students to do the same.
• Commits to high expectations for students, developing a vision of success for each student and moving that student towards its achievement.
• Commits to positive relationships and communication, promoting and modeling a safe and supportive learning culture for all.
• Commits to honoring all students, embracing their community and diversity.
• Commits to establishing a learning environment that is accountable for effective instruction, assessment and data-driven decision-making.
• Commits to using community resources to improve instruction.
• Commits to collegiality and professionalism of self and staff.
ESSENTIAL DUTIES AND RESPONSIBILITIES: (Other duties may be assigned.)
• Understands how exceptional conditions can interact with the domains of human development and uses this knowledge to respond to the varying abilities and behaviors of individuals with exceptional learning needs.
• Creates a positive, engaging classroom environment that is conducive to learning and appropriately responds to the maturity level and interest of the students.
• Works as a team member to solve problems, develop and implement quality programming.
• Participates in special instructional activities to meet program and student goals (e.g., vocational training, transitioning to adult life, etc.).
• Assists teachers and support staff in preparing materials, keeping records, recording student progress and other data collection measures in an objective manner.
• Assists general education colleagues with the integration of individuals with exceptional learning needs in general education environments and engages them in meaningful learning activities and interactions.
• Assists in creating and defining learning targets and communicates them effectively to students.
• Assists in implementing and monitoring IEP through group and individual instruction; including demonstrable skills in following IEP goals to specific related service areas (PT, OT, Speech, augmentative devices, etc.).
• Integrates support service activities into the program's curriculum and the school day.
• Manages and instructs students on appropriate behavior, using positive behavior support strategies consistent with Board policy and the student's behavior plan, if applicable.
• Uses appropriate technologies to support instructional planning and individualized instruction.
• Monitors health needs and implements specialized care programs under the direction of professional staff, if needed.
• Assists with self-care, eating/feeding, dressing, as well as medical intervention if necessary.
• Participates in professional development, maintains appropriate certification and qualifications and keeps current in changing pedagogy.
• Participates in district and school initiatives, adheres to building and district school improvement plans.
• Acts as a public relations agent for the success and image of the district.
• Communicates effectively and objectively with students, parents, and administration in advocacy of student growth.
• Provides assistance to the operation of the total school program.
• Integrates cultural consciousness in instruction, classroom culture and classroom artifacts.
• Collects and integrates information about community heritage in instruction.
• Adheres to district and school rules and procedures.
• Conducts behavior to demonstrate collegiality and professionalism.
• Regular, predictable attendance
QUALIFICATIONS:
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. Alternative requirements that may be appropriate and acceptable to the Board of Education may be considered. 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:
• High School Graduate, must provide High School Transcripts
• Must be able to implement strategies for student independence.
• Must be able to follow data collection information to support functional behavioral assessment.
• Must have exceptional knowledge and skills in working with student behavior management.
• Must have demonstrable skills in oral feeding programs, using a feeding tube/pump, catherization procedures, and other sanitization procedures, if needed.
• Must have demonstrable skills and prior experience in following a health care plan, if needed.
• Must have demonstrable skills and prior experience in using two person lifting procedures, training students with the use of a power wheelchair, transfers in and out of a wheelchair and personal care procedures, if needed.
• Must be able to use "Non-Violent Crisis Intervention" techniques and other behavior strategies.
• Such alternatives to the above qualifications as the Board may find appropriate and acceptable.
LANGUAGE SKILLS:
• Ability to read, analyze and comprehend instructions, professional journals and correspondence.
• Ability to effectively present information and respond to questions from groups of educators, students and the general public.
• Ability to express self clearly, both orally and in writing.
• Ability to read, analyze and interpret information.
• Ability to write clear, concise, objective notes regarding activities during the instructional day to third parties (families, outside agencies, others).
 TECHNICAL SKILLS:
• Ability to integrate technology into the everyday work flow if necessary.
• Ability to utilize District technology and work to maintain proficiency, as required skill sets change with technology and/or the needs of the District.
• Ability to use a personal computer (PC) or MAC in a networked environment to utilize the Internet and other electronic communication mechanisms.
• Knowledge of productivity applications such as Microsoft Office (word processing, spreadsheets, database and presentation software) is required.
• Ability to follow data collection information to support functional behavioral assessment.
• Ability to accurately use district-wide electronic reporting systems for attendance, Medicaid logging, lunch count, etc.
MATHEMATICAL SKILLS:
• Ability to apply the concepts of basic math, algebra and geometry consistent with the duties of this position.
REASONING ABILITY:
• Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists.
• Exhibit high level of professionalism with the ability to handle confidential information, use good judgment, plan and handle complex projects and maintain a flexible attitude.
• Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists.
• Ability to define problems, collect data, establish facts and draw valid conclusions.
• Ability to apply common sense understanding to carry out detailed written or oral instructions.
• Ability to interpret a variety of instructions furnished in written, oral, diagram or schedule form.
• Ability to use positive behavior support intervention techniques autonomously.
• Ability to make reasonable student focused decisions autonomously.
• Ability to implement various student plans simultaneously and report factually to the teacher.
INTERPERSONAL SKILLS:
• Ability to build rapport with others and to serve diverse publics.
• Ability to take the initiative, work well with others as a collaborative team member and exhibit good communication skills.
• Ability to work collaboratively and cooperatively with others in a team.
 
ENVIRONMENTAL ADAPTABILITY:
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 quiet to loud depending upon the activity in the particular part of the day. 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 out-put of students. The employee is exposed to infections at a greater risk than the average person. Occasionally the employee may be required to be outdoors for a short period of time, and therefore subject to varying weather conditions, for purposes of accomplishing the essential functions of this job.
 
The Board of Education does not discriminate on the basis of race, color, national origin, immigration status, sex (including sexual orientation or transgender identity), disability, age, religion, height, weight, martial or family status, military status, ancestry, genetic information, or any legally protected category not otherwise listed, (collectively, “Protected Classes”), in its programs and activities, including employment opportunities.




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Openings as of 4/11/2025

Resource Room Teacher - Special Education

JobID: 16774

Position Type:
  YCS - Perry Early Learning Center/Resources Room Teacher


Date Posted:
  2/20/2025


Location:
  Perry Early Learning Center


District:
  Ypsilanti Community Schools
  Additional Information:  Show/Hide
REPORTS TO:          Building Principal and Special Education Supervisor
SALARY:                    $44,450.00 - $54,150.00
 
EDUCATION and/or EXPERIENCE:
1.           Valid Michigan teaching certificate with appropriate certification.
2.           Special Education endorsement.
3.           Two years teaching experience, at least one year in special education.
4.           Master's degree required for Teacher Consultant position.
 
SUMMARY:  To consult and work with general education staff on needed adaptations and positive intervention strategies and to plan instruction and provide support necessary for students to benefit from their educational experiences.
ESSENTIAL DUTIES AND RESPONSIBILITIES: 
1.            Work closely with, and consult with, general education teachers to assist in developing appropriate programming for students with special needs.
2.            Provide assistance and instruction in the general education classroom to help students be successful in their educational programs.
3.            Assist in developing instructional behavior plans including positive intervention strategies and instruction in appropriate social and classroom behaviors.
4.            Evaluate and make periodic reports on the achievement and personal adjustment of students on his/her caseload.
5.            Choose, adapt or develop instructional materials appropriate to the ability of the students.
6.            Case manage and monitor student materials appropriate to the ability of the student.
7.            Maintain special education records and provide Special Education Director with all required documents.
8.            Lead and participate in child study teams, behavior support teams, IEPCs, 504 meetings, building committees and staff meetings.
9.            Assist students in developing positive student study skills and work habits.
10.          Provide instructional support necessary for students to progress in their educational program.
11.          Other duties may be assigned.
 
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.
 
LANGUAGE SKILLS:  Ability to read, analyze and interpret general business periodicals, professional journals, technical procedures, or governmental regulations.  Ability to write reports and business correspondence and procedure manuals.  Ability to effectively present information and respond to questions from staff and the general public.
 
MATHEMATICAL SKILLS:  Ability to work with mathematical concepts such as probability and statistical inference and 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 and 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 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 working relationships with students, staff and the school community.
 
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 and talk or hear and sometimes to walk and sit.  Occasionally the employee will bend or twist at the neck more than the average person.
 
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 moderate to loud.  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 out-put of students.
 
The Board of Education does not discriminate on the basis of race, color, national origin, immigration status, sex (including sexual orientation or transgender identity), disability, age, religion, height, weight, martial or family status, military status, ancestry, genetic information, or any legally protected category not otherwise listed, (collectively, “Protected Classes”), in its programs and activities, including employment opportunities.




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