Frontline Applicant Tracking - Washtenaw Area Schools Application Consortium

Openings as of 4/11/2025
YCS - Beatty Early Learning Center

Associate Teacher

JobID: 16891

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


Date Posted:
  3/19/2025


Location:
  Beatty Early Learning Center


District:
  Ypsilanti Community Schools
  Position Title:     Associate Teacher – Early Childhood
Reports To:         Classroom Teacher – Principal
Hourly Rate:        $17.15
                               
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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