Lead GSRP Teacher

Lead GSRP Teacher

Little Scholars Child Development Center is seeking a qualified, dependable, and enthusiastic Lead Great Start Readiness Program (GSRP) Teacher to lead a high-quality Pre‑Kindergarten classroom serving four‑year‑old children. This is a full‑time, school‑year position for an educator who is passionate about early childhood education and committed to helping children develop the social, emotional, physical, language, literacy, mathematics, science, and problem‑solving skills needed for kindergarten success.

The Lead GSRP Teacher serves as the instructional leader of the classroom and is responsible for planning, implementing, documenting, and evaluating a developmentally appropriate, play‑based learning program. The teacher will work closely with the Associate Teacher, classroom aides, families, the Director of GSRP, and the assigned Early Childhood Specialist to ensure the classroom meets the expectations of Little Scholars Child Development Center, Wayne RESA, the Great Start Readiness Program, MiLEAP Child Care Licensing, and other applicable program standards.

The Lead GSRP Teacher will plan and implement engaging daily learning experiences that are aligned with the Early Childhood Standards of Quality for Pre‑kindergarten and the center’s approved curriculum. Activities must be intentional, age‑appropriate, culturally responsive, and designed to support the individual interests, strengths, and developmental needs of each child.

The teacher will prepare and submit weekly lesson plans by the established deadline. Lesson plans must include opportunities for large‑group instruction, small‑group learning, choice time, outdoor play, music and movement, literacy, mathematics, science, creative arts, social‑emotional learning, family‑style meals, rest time, and meaningful transitions. The Lead Teacher is expected to actively participate in all parts of the classroom day and ensure that plans are being implemented consistently.

The Lead Teacher will create a warm, welcoming, organized, and inclusive classroom environment where children feel safe, respected, supported, and excited to learn. Classroom materials must be accessible, clearly labeled, developmentally appropriate, culturally diverse, and rotated regularly based on children’s interests and developmental progress. The teacher will maintain well‑defined learning areas and make changes to the classroom environment when child assessment information shows that additional support or challenge is needed.

The Lead GSRP Teacher is responsible for observing and documenting children’s learning and development throughout the program day. The teacher will collect dated, objective, and factual anecdotal notes describing what children say and do. Documentation must be entered into Teaching Strategies GOLD on an ongoing basis and completed according to all published checkpoint deadlines.

The teacher must maintain appropriate documentation across the fall, winter, and spring GOLD checkpoint periods. All children must have sufficient documentation across the required developmental objectives and dimensions. The Lead Teacher will review classroom documentation weekly, ensure assigned notes are completed, and provide guidance to the Associate Teacher or classroom aide when corrections or additional observations are needed.

Teaching Strategies GOLD information will be used to develop individual child goals, plan classroom experiences, prepare for parent‑teacher conferences, support home visits, identify possible developmental concerns, and monitor each child’s progress. All checkpoint information must be accurate, complete, and finalized by the established deadline, with no child left incomplete.

The Lead GSRP Teacher is accountable for maintaining complete, accurate, and audit‑ready classroom records. This includes ensuring that all enrolled children are entered correctly in GSRP MISTAR and that enrollment information, demographics, attendance, required program fields, and other child information remain current.

The teacher will help…