Strong Beginnings PreK Paraeducator (3-4 years old

Strong Beginnings PreK Para educator

Position Title:

Strong Beginnings PreK Para educator (3-4 years old)

Location:

Bennett Elementary

Salary: $17.85/hr

Reports to:

Principal or Designee

Bargaining Unit:
Detroit Federation of Paraprofessionals (DFP)

Benefits Eligible:
Yes

Telecommuting Eligibility:
School-based. Not eligible for telecommuting.

In accordance with the agreement between the Detroit Federation of Paraprofessionals and the Board of Education of the School District of the City of Detroit, the following vacancy is announced:

Position Summary

The Strong Beginnings PreK Para educator provides in-classroom assistance to both students and the teacher to help facilitate student learning in the school environment. Strong Beginnings Paraeducators play a key role in helping teachers deliver high-quality student instruction.

Minimum Qualifications

• Must possess and provide evidence of a High School Diploma or GED certification; and 60 credit hours from an accredited institution; or passing scores on the Work Keys basic skills or para pro assessment tests.
• Child Development Associate credential (CDA) or Associate Degree in Early Childhood/Preschool Education or Child Development; or at least (2) college credits in Child Development along with a plan of work to complete the course requirements to earn an Associate or a CDA within two years.
• Experience working with children, especially 3-5-year-olds or 6-12-year-olds helpful.
• Demonstrated ability to work well with students, families, and staff.

Essential Functions

• Provide excellent customer service to students, staff, parents, visitors, and the community to ensure a safe and welcoming environment for all.
• Greet students, staff, parents, visitors, and the community.
• Engage respectfully in tone, body language, and verbal communication with students, staff, parents, families, visitors, and the community.
• Maintain professionalism in conversations about children and families, preserving confidentiality and privacy.
• Actively engage and provide instructional support for students during all parts of the classroom daily routine and schedule, under the direction of the teacher:
• Facilitates small groups of students for activities such as reading aloud, direct instruction in core content areas, planning and recall time, and other learning opportunities directed by the teacher.
• Facilitates and supports whole-class activities and large group meetings.
• Remains alert to children experiencing academic, social-emotional, or behavioral challenges and provides proactive and reactive support as needed.
• Engages in active supervision strategies as outlined by Michigan Child Care Licensing, GSRP, and Creative Curriculum
• Understands the goals of the PreK Strong Beginnings program and collaborates with teachers to meet specific safety requirements and learning expectations established for students.
• Consult regularly with the teacher to implement lesson plans and share observations of student progress.
• Meets with the teacher, daily or weekly to review lessons, plan, and prepare daily activities.
• Collect and record anecdotal notes on students daily and assist teachers with entering data into Teaching Strategies GOLD (3 times per year)
• Assist the classroom teacher with maintaining accurate documentation of Child Care Licensing requirements.
• Complete a portion of home visits alongside or on behalf of the lead teacher, support field trips, and any other out-of-classroom learning opportunities.
• Actively engage and lead students during all daily interactions, i.e., all parts of the classroom daily routine and schedule- under the teacher's direction.
• Observe students during choice time and offer redirection or logistical support as needed.
• Supervise student outside time per Strong Beginnings and LARA Childcare Licensing guidelines.
• Engage in children’s play and conversations.
• Engage in active supervision practices as outlined by Michigan Childcare Licensing
• Assist with program implementation including needed accommodations to the daily routine, behavior challenges, and family communication for children with IEPs when special education staff are not present.
• Follow up with children’s individual plans, scaffold, and…