Frontline Applicant Tracking - Saginaw Area Consortium

Openings as of 4/2/2025

Special Education Teacher - EI

JobID: 3919

Position Type:
  Certified/Licensed/Teacher-EI


Date Posted:
  5/13/2024


Location:
  Arthur Eddy Academy


Date Available:
  2024-25 School Year


Closing Date:
  Until Filled


District:
  Saginaw Public Schools
  Additional Information:  Show/Hide
GENERAL SUMMARY:
Saginaw Public Schools Teachers are responsible for planning, organizing and implementing an appropriate instructional program in a learning environment that guides and encourages students to develop and fulfill their academic potential. Saginaw Public Schools teachers are committed and focused on rapid school Turnaround.

DISTRICT-WIDE PERFORMANCE STANDARDS:
The School District of the City of Saginaw, in partnership with parents, students, businesses and the community, are committed to and responsible for ensuring the highest level of academic achievement and career planning for all students, the highest performing organizational structure at all levels, and a safe and effective learning environment for all students.

A Saginaw Public Schools Turnaround teacher skillfully demonstrates . . . 
• the capacity to align curriculum, instruction and assessments while responding to the individual needs of students;
• the willingness to seek out knowledgeable peers, coaches or administrators for instructional support
• the desire and ability to work in a multi-cultural, urban setting and develop a rapport with students, staff, parents, and the school community.
• prioritize student-learning needs over the customs, routines, and established relationships that can stand in the way of necessary change;
• commitment to the relentless pursuit of increasing student learning and innovation
• the competence to collect and analyze data from formative and summative assessments to inform instructional decisions;
• the skill to implement a tiered system of instruction within the classroom and to leverage the intense student support network;
• the strong desire and ability to build meaningful, caring relationships with students in order to exert academic influence
• the ability to help create and thrive in a professional environment that is one of mutual respect, teamwork, and accountability that includes all stakeholders; 
• the willingness to actively engage in the PLC process while
  • participating in ongoing instructional specific conversations
  • collaboratively create and execute clear, logical instructional plans
  • coordinate instruction within and across grade levels
  • try out new ideas to improve student learning

KNOWLEDGE, SKILLS AND ABILITIES:
1. Content and pedagogical knowledge in assigned subject/area
2. Knowledge of relevant technology
3. Critical thinking and problem solving skills
4. Verbal and written communication skills
5. Decision making skills
6. Organization and planning skills
7. Ability to tolerate high levels of stress
8. Ability to be flexible and adaptive
9. Ability to take initiative
10. Ability to record and report daily written records 
11. Ability to pay attention to detail
12. Ability to utilize classroom instruction techniques designed to stimulate the spirit of inquiry, the acquisition of knowledge and understanding, and the thoughtful formulation of worthy goals 
13. Ability to work effectively and collaboratively with other teachers, administrators, and staff
14. Ability to work independently
15. Ability to learn new tasks quickly
16. Ability to work in a multi-cultural, urban setting and develop a rapport with students, staff, parents and the school community


DUTIES AND RESPONSIBILITIES:
1. Responsible for timely coordination of scheduling of IEP, MET and Manifestation Determination meetings including parent notification/invitations for students assigned to their caseload
2. Maintenance of complete/accurate B-worksheets, attendance and discipline/special education records for students assigned to their caseload
3. Provide input to Building Principal as to the impact of each student’s disability and how it effects discipline
4. Maintain and up-to-date binder of students’ most recent IEP’s and discipline actions/forms to be available for administrative review upon request
5. Provide parents with regular updates of student’s progress on IEP goals as often as general education report cards are provided
6. Planning, preparation and organization of the IEP document including development of appropriate goals and objectives
7. Plan, coordinate and chair the IEP process for students on their caseload
8. Oversee planning, provide and implement instructional services for all students assigned to their caseload
9. Provide direct instruction to students as determined through their IEP’s
10. Provide support to general education staff to assist with accommodations and supplemental needs of special education students
11. Provide supplemental instruction to support the general education curriculum to students on their caseload
12. Maintain a current schedule documenting the daily service of students including frequency and duration
13. Provide assistance and support to general education staff for the purpose of scheduling coursework for special education students
14. Provide input/reports and work with the MET team as needed for accurate evaluation and placement of special education students
15. Adopt and implement instructional strategies that align with the District strategic plan
16. Maintain and on-going relationship through phone, e-mail and collaboration with general education staff, administration and families to promote student success
17. Be aware of current updates to special education legislation and regulations and the impact/application it has to current practices
18. Provide updated information to the special education office with regards to the addition of students generated by a change of address
19. Disseminate all paperwork and send official copies to the records office within ten (10) days of meeting completion
20. Perform other duties as assigned


EDUCATION AND/OR EXPERIENCE:
1. Bachelor’s Degree or higher from an accredited institution
2. Meet professional teacher education requirements of School, District, and State
3. Single subject teaching credential or certification if teaching a specialized subject
4. State certification including endorsements required for a specific subject/area
5. Relevant teaching experience


SALARY:   Based on education and experience


Saginaw Public Schools is an Equal Opportunity Employer.  It is our policy not to discriminate on the basis of race, color, national origin, gender/sex, age, disability, height, weight, marital status, or lack of English language speaking skills, in its programs.




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Openings as of 4/2/2025

Kindergarten Teacher

JobID: 3934

Position Type:
  Elementary School Teaching/K-5 All Subjects


Date Posted:
  5/16/2024


Location:
  Arthur Eddy Academy


Date Available:
  2024-25 School Year


Closing Date:
  Until Filled


District:
  Saginaw Public Schools
  Additional Information:  Show/Hide
GENERAL SUMMARY:
Saginaw Public Schools Teachers are responsible for planning, organizing and implementing an appropriate instructional program in a learning environment that guides and encourages students to develop and fulfill their academic potential. Saginaw Public Schools teachers are committed and focused on rapid school Turnaround.

DISTRICT-WIDE PERFORMANCE STANDARDS:
The School District of the City of Saginaw, in partnership with parents, students, businesses and the community, are committed to and responsible for ensuring the highest level of academic achievement and career planning for all students, the highest performing organizational structure at all levels, and a safe and effective learning environment for all students.

A Saginaw Public Schools Turnaround teacher skillfully demonstrates . . . 
• the capacity to align curriculum, instruction and assessments while responding to the individual needs of students;
• the willingness to seek out knowledgeable peers, coaches or administrators for instructional support
• the desire and ability to work in a multi-cultural, urban setting and develop a rapport with students, staff, parents, and the school community.
• prioritize student-learning needs over the customs, routines, and established relationships that can stand in the way of necessary change;
• commitment to the relentless pursuit of increasing student learning and innovation
• the competence to collect and analyze data from formative and summative assessments to inform instructional decisions;
• the skill to implement a tiered system of instruction within the classroom and to leverage the intense student support network;
• the strong desire and ability to build meaningful, caring relationships with students in order to exert academic influence
• the ability to help create and thrive in a professional environment that is one of mutual respect, teamwork, and accountability that includes all stakeholders; 
• the willingness to actively engage in the PLC process while
  • participating in ongoing instructional specific conversations
  • collaboratively create and execute clear, logical instructional plans
  • coordinate instruction within and across grade levels
  • try out new ideas to improve student learning

KNOWLEDGE, SKILLS AND ABILITIES:
1. Content and pedagogical knowledge in assigned subject/area
2. Knowledge of relevant technology
3. Critical thinking and problem solving skills
4. Verbal and written communication skills
5. Decision making skills
6. Organization and planning skills
7. Ability to tolerate high levels of stress
8. Ability to be flexible and adaptive
9. Ability to take initiative
10. Ability to record and report daily written records 
11. Ability to pay attention to detail
12. Ability to utilize classroom instruction techniques designed to stimulate the spirit of inquiry, the acquisition of knowledge and understanding, and the thoughtful formulation of worthy goals 
13. Ability to work effectively and collaboratively with other teachers, administrators, and staff
14. Ability to work independently
15. Ability to learn new tasks quickly
16. Ability to work in a multi-cultural, urban setting and develop a rapport with students, staff, parents and the school community

17. The capacity to align curriculum, instruction and assessments while responding to the individual needs of students;

18. The willingness to seek out knowledgeable peers, coaches or administrators for instructional support

19. The desire and ability to work in a multi-cultural, urban setting and develop a rapport with students, staff, parents, and the school community.

20. Prioritize student-learning needs over the customs, routines, and established relationships that can stand in the way of necessary change;

21. Commitment to the relentless pursuit of increasing student learning and innovation

22. The competence to collect and analyze data from formative and summative assessments to inform instructional decisions ;

23. The skill to implement a tiered system of instruction within the classroom and to leverage the intense student support network;

24. The strong desire and ability to build meaningful, caring relationships with students in order to exert academic influence

25. The ability to help create and thrive in a professional environment that is one of mutual respect, teamwork, and accountability that includes all stakeholders; 

26. The willingness to actively engage in the PLC process while:
    * participating in ongoing instructional specific conversation
    * collaboratively create and execute clear, logical instructional plans
    * coordinate instruction within and across grade levels
    * try out new ideas to improve student learning
 
 DUTIES AND RESPONSIBILITIES:
1. Plan, prepare and deliver instructional activities that facilitate active learning experiences
2. Develop schemes of work and lesson plans
3. Establish and communicate clear objectives for all learning activities
4. Prepare classroom for class activities
5. Provide a variety of learning materials and resources for use in educational activities
6. Identify and select different instructional resources and methods to meet students' varying needs
7. Instruct and monitor students in the use of learning materials and equipment
8. Use relevant technology to support instruction
9. Observe and evaluate student's performance and development
10. Assign and grade class work, homework, tests and assignments
11. Provide appropriate feedback on work
12. Encourage and monitor the progress of individual students
13. Maintain accurate and complete records of students' progress and development
14. Update all necessary records accurately and completely as required by laws, district policies and school regulations
15. Prepare required reports on students and activities
16. Manage student behavior in the classroom by establishing and enforcing rules and procedures
17. Maintain discipline in accordance with the rules and disciplinary systems of the school
18. Apply appropriate disciplinary measures where necessary
19. Perform certain pastoral duties including but not limited to student support, counseling students with academic problems and providing student encouragement
20. Participate in extracurricular activities such as social activities, sporting activities, clubs and student organizations
21. Participate in department and school meetings, parent meetings
22. Communicate necessary information regularly to students, colleagues and parents regarding student progress and student needs
23. Keep up to date with developments in subject area, teaching resources and methods and make relevant changes to instructional plans and activities
24. Perform other duties as assigned
 
EDUCATION AND/OR EXPERIENCE:
1. Bachelor's Degree or higher from an accredited institution
2. Meet professional teacher education requirements of School, District, and State
3. Single subject teaching credential or certification if teaching a specialized subject
4. State certification including endorsements required for a specific subject/area
5. Relevant teaching experience



Saginaw Public Schools is an Equal Opportunity Employer. It is our policy not to discriminate on the basis of race, color, national origin, gender/sex, age, disability, height, weight, marital status, or lack of English language speaking skills, in its programs.




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Openings as of 4/2/2025

Pre-K Associate Teacher (SEIU 517M)

JobID: 4141

Position Type:
  Preschool/Associate Teacher


Date Posted:
  10/16/2024


Location:
  Arthur Eddy Academy


Date Available:
  Immediate Opening


Closing Date:
  Until Filled


District:
  Saginaw Public Schools
  Additional Information:  Show/Hide
GENERAL SUMMARY:
Saginaw Public Schools Pre-K Associate Teachers are responsible for assisting the teacher in the classroom in any manner that the teacher requests to help assure a quality instructional program.
 
DISTRICT-WIDE PERFORMANCE STANDARDS:
The School District of the City of Saginaw, in partnership with parents, students, businesses and the community, are committed to and responsible for ensuring the highest level of academic achievement and career planning for all students, the highest performing organizational structure at all levels, and a safe and effective learning environment for all students.
 
KNOWLEDGE, SKILLS AND ABILITIES:
1. Knowledge of age appropriate activities
2. Knowledge of basic math, grammar and punctuation
3. Knowledge of child development and learning styles
4. Skilled in operating classroom equipment
5. Ability to schedule activities and collate data
6. Ability to maintain confidentiality
7. Ability to work with constant interruptions
8. Ability to understand complex, multi-step written and oral instructions
9. Ability to communicate effectively
10. Ability to work in a multi-cultural, urban setting and develop a rapport with students, staff, parents and the school community
11. Ability to work as a team to facilitate planning activities, and assisting teacher in implementing.
 
Physical Demands – While performing the duties of this job, the employee is frequently required to stand and/or walk, sit, lift, carry, push and/or pull up to 10 lbs., stoop, kneel, crouch and/or crawl.  Reasonable accommodations may be made to enable individuals with disabilities to perform these essential functions.
 
DUTIES AND RESPONSIBILITIES:
1. Adapt classroom activities, assignments and/or materials for the purpose of supporting and reinforcing classroom goals and objectives
2. Support the teacher in the instructional process by administering classroom assignments
3. Assist the teacher in evaluating progress of classroom objectives
4. Monitor individual and/or groups of students in a variety of settings (e.g. classroom, playground, fieldtrips) for the purpose of providing a safe and positive learning environment
5. Prepare bulletin boards and displays for the observance and/or recognition of important cultural events (e.g., Cinco de Mayo, Black History, Reading Month, etc.)
6. Perform general clerical tasks (e.g. laminating, making copies, filing, etc.) to help the teacher get instructional materials ready
7. Report observations and incidents relating to specific students and communicate information to teacher
8. Perform other duties as assigned
 
EDUCATION AND/OR EXPERIENCE:
1. Associates Degree in Early Childhood Education or Child Development preferred.
2. Valid Classroom CDA Credential (if hired after June 21, 2011) required.
3. A minimum of 60 hours of credit at an accredited college or university (or) pass the ETS Paraprofessional Assessment with a score of 460 or Higher (if hired prior to June 21, 2011) required. 
4. Working towards a degree in Early Childhood education preferred.
5. Previous classroom aide experience preferred.
 
Public Act 62 of 2011, signed by Governor Rick Snyder on June 21, 2011, altered credentialing requirements for the position of Associate Teacher with the GSRP.  The provision for 120 Clock Hours as a Child Development Associate credential (CDA) equivalency has been discontinued.  Personnel placed into the position of Associate Teacher after June 21, 2011 may not indicate plans initiate the 120 Clock Hour training option. Personnel who currently have an approval letter from the Michigan Department of Education (MDE) are grandfathered in and no further action is required.  Personnel who began the process toward attaining the 120 Clock Hour training option prior to June 21, 2011 must have completed all training and submitted all documentation by May 31, 2011 to be considered for the approval. 
 
SPECIAL REQUIREMENTS:
Attend any training as mandated
 
WORKING CONDITIONS:
1. School environment where there is no physical discomfort due to temperature, dust.
2. Noise level in this work environment may be moderate to loud.
3. This position requires sitting, standing and walking around the room for long periods of time. 
 
SUPERVISORY RESPONSIBILITIES:
None
 
FISCAL RESPONSIBILITIES:
None
 
CURRICULA RESPONSIBILITIES:
Assist the teacher in planning and delivering instructional objectives for a given subject and/or classroom as developed by the building
 
METHOD OF EVALUATION:
Performance of this job will be evaluated in accordance with provisions of the Board’s policy on evaluation of personnel.
 
Preceding data are intended to convey information essential to making fair pay decisions about the job, and are not exhaustive lists of the skills, efforts, duties, responsibilities or working.

Saginaw Public Schools is an Equal Opportunity Employer.  It is our policy not to discriminate on the basis of race, color, national origin, gender/sex, age, disability, height, weight, marital status, or lack of English language speaking skills, in its programs.
 




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Openings as of 4/2/2025

Pre-K Transitional Monitor (2 hrs per day) - ESG hourly

JobID: 4010

Position Type:
  Student Support Services/Early Childhood


Date Posted:
  6/26/2024


Location:
  Arthur Eddy Academy


Date Available:
  2024-25 School Year


Closing Date:
  Until Filled


District:
  Saginaw Public Schools
  Additional Information:  Show/Hide
GENERAL SUMMARY:
Saginaw Public Schools Transitional Monitors are responsible for assisting students during lunch/nap time and recess. 
 
DISTRICT-WIDE PERFORMANCE STANDARDS:
The School District of the City of Saginaw, in partnership with parents, students, businesses and the community, are committed to and responsible for ensuring the highest level of academic achievement and career planning for all students, the highest performing organizational structure at all levels, and a safe and effective learning environment for all students.
 
KNOWLEDGE, SKILLS AND ABILITIES:
1.     Knowledge of age appropriate activities
2.     Ability to maintain confidentiality
3.     Ability to work with constant interruptions
4.     Ability to communicate effectively
5.     Ability to work in a multi-cultural, urban setting and develop a rapport with students, staff,      parents and the school community
  
DUTIES AND RESPONSIBILITIES:
1.     Assist in the supervision of the lunchroom/nap room/recess area.
2.     Initiate recess or classroom activities to engage students.
3.     Assist students with lunch, nap and recess related needs.
4.     Supervise students.
5.     Make every effort to develop positive, professional and constructive relationships with children, parents and the local school community
6.     Attend meetings and training sessions as directed
7.     Perform other duties as assigned
 
EDUCATION AND/OR EXPERIENCE:
1.     High school graduate or equivalent
 
SPECIAL REQUIREMENTS:
1.     Attend any training as mandated, specifically CPR/First Aid
2.     Must be flexible and work well with others
3.     Desire to work with children
 
WORKING CONDITIONS:
1.     School environment where there is no physical discomfort due to temperature, dust or the like
2.     Noise level in this work environment may be moderate to loud
 



Saginaw Public Schools is an Equal Opportunity Employer. It is our policy not to discriminate on the basis of race, color, national origin, gender/sex, age, disability, height, weight, marital status, or lack of English language speaking skills, in its programs.




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