BL: Elementary Education Teacher - Student Support Hub FTE

to see a day in the life of a TCAPS teacher!

TCEA Employee Group

• TCEAMaster Agreement
• TCEA Employee Benefits

CLASSIFICATION: TCEA
Status:
School-Year, Full-Time (Salary, Non-Exempt)

Contract: TCEA

Reports to:
Building Principal

Salary is prorated to start date within the 2025/26 contract year.

The Elementary Teacher-Student Support Hub creates a flexible K–2 instructional program and classroom environment that supports learning, personal growth, and the development of foundational academic, social-emotional, and behavioral skills. The teacher provides high-quality instruction aligned to district-approved curriculum while supporting a small group of students who benefit from a more structured, consistent, and supportive environment in addition to their general education classroom.

The student population involved in this cohort includes those with social-emotional and behavioral needs.

Students assigned to the Hub model “flow in and out” of the classroom based on individual needs. The Elementary Teacher-Student Support Hub collaborates closely with general education staff, the building School Social Worker, families, and administrators to ensure all students access the curriculum successfully. The teacher reports to the building principal.

Core Elementary Teaching Responsibilities

• Teach district-approved curriculum in reading, mathematics, writing, science, and social studies.
• Provide whole-group, small-group, and individualized instruction aligned with state standards and district expectations.
• Develop lesson plans and instructional materials that translate into developmentally appropriate learning experiences.
• Evaluate students’ academic and social growth; maintain accurate records and prepare required reports.
• Establish and maintain expectations for student behavior and classroom routines to support an effective learning environment.
• Communicate regularly with parents through email, phone calls, conferences, newsletters, and other appropriate means.
• Identify student needs; make necessary referrals; contribute to IEPs, behavior plans, and intervention plans as needed.
• Plan and coordinate the work of paraprofessionals, volunteers, and support staff.
• Create an organized, engaging classroom environment with meaningful displays, visuals, and learning centers.
• Supervise students and volunteers in classroom settings and during transitions.
• Perform additional duties as assigned.

Hub Classroom Responsibilities

• Provide a structured, supportive instructional environment for a small caseload of students who work in both their general education classroom and the Hub.
• Deliver additional academic support—particularly in reading and mathematics—for students who learn best in a small, consistent setting.
• Provide an organized workspace for students who need additional support with task initiation, completion, or re-engagement with learning.
• Assist students in developing classroom routines, communication skills, problem-solving, and positive academic habits.
• Partner with the School Social Worker to support each student’s individual needs and learning goals.
• Participate in ongoing data reviews (e.g., instructional data, time out of class, support calls, ODRs, assessment data) to monitor growth and adjust supports.
• Collaborate closely with homeroom teachers to align instruction, expectations, and daily routines.
• Serve as a co-teacher in Power School for students assigned to the Hub.
• Provide short-term support or problem-solving opportunities for students as an alternative to classroom removal or office referrals.
• Maintain consistent routines, visual schedules, organizational systems, and a calm classroom environment that promotes academic success.

• Bachelor’s degree in Elementary Education required.
• Strong knowledge of trauma-informed Social-Emotional Learning (SEL) and effective behavioral support strategies.
• Valid Michigan Teaching Certificate.
• Strong instructional background in K–2 literacy and mathematics.
• Ability to build positive, productive relationships with students, families, and staff.
• Skill in creating and maintaining a structured, predictable learning environment.
• Understanding of differentiated instruction and support for diverse learners.
• Effective oral and written communication skills.
• Demonstrated success in the area of application.