BRANDYWINE COMMUNITY SCHOOLS
Engage. Educate. Empower.

Position Announcement

SUMMARY:
Brandywine Community Schools is searching for a dedicated and nurturing GSRP Associate Teacher to join our early childhood team. In this role, you will partner with the Lead Teacher to implement a high quality preschool program focused on preparing four-year-old students for kindergarten success. The ideal candidate will support a classroom environment rooted in active learning, assisting with daily lessons, child observations, and the social-emotional development of our students. You will play a key part in building bridges between the school and home through family engagement and home visits, ensuring every child in our community has a Great Start.

POSITION DESCRIPTION:
As a GSRP Associate Teacher, you will serve as a vital co-instructional partner in a high-quality, state-funded preschool classroom focused on school readiness. Working collaboratively with the Lead Teacher, you will implement research-based curricula and lead small and large group activities that foster the cognitive, social, and emotional development of four-year-old learners. Your role involves rigorous child observation, documentation, and ensuring that every child’s progress is tracked and supported. Beyond the classroom, you will actively engage with families through home visits and conferences to build strong home-school connections. You are responsible for maintaining a safe, organized, and inclusive learning environment that meets all state licensing and GSRP standards, while providing the nurturing support necessary to help at-risk students transition successfully to kindergarten.

ESSENTIAL FUNCTIONS and DUTIES Other duties as assigned and allowable under the grant source
Instructional Leadership & Co-Teaching

Curriculum Implementation: Collaborative planning and execution of a research-based curriculum to meet the diverse needs of four-year-old learners
Daily Routine Management: Leading "Small Group Time" and "Large Group Time," and facilitating "Plan-Do-Review" cycles to encourage child-initiated learning
Scaffolding Development: Providing "intentional teaching" by observing children at play and asking open-ended questions to extend their thinking and language skills
Transition Management: Ensuring smooth transitions between activities (meal times, nap, outdoor play) to minimize downtime and maximize learning opportunities

Assessment & Documentation

Child Observation: Collecting daily anecdotal notes and digital evidence (photos/videos) of children's developmental milestones
Data Entry: Regularly inputting data into the assessment system to track progress across all developmental domains
Individualized Planning: Using assessment data to tailor activities for specific students, including those with Individualized Education Programs (IEPs)

Family & Community Engagement

Home Visits: Conducting a minimum of two home visits per year for each child to build rapport and share developmental goals with parents
Parent-Teacher Conferences: Hosting at least two formal conferences annually to review child portfolios and assessment data
Continuous Communication: Maintaining professional daily contact with families via newsletters, apps, and face-to-face interactions

Compliance & Professionalism

Regulatory Adherence: Maintaining strict compliance with LARA (Child Care Licensing) and MDE (Michigan Department of Education) GSRP Implementation Manual standards
Program Assessment: Participating in the formal program evaluation process to ensure the classroom meets high-quality ratings
Professional Development: Completing a minimum of 16 hours of professional development annually, including CPR/First Aid certification and MiRegistry-approved training
Health & Safety: Monitoring the classroom for hazards, ensuring proper sanitation during meal times, and supervising children at all times to maintain required staff-to-child ratios (1:8)

Classroom Environment

Interest Area Maintenance: Organizing and labeling materials in specific areas (Block, House, Toy, Art, etc.) to promote independence
Inclusive Space: Ensuring the physical environment reflects the diversity of the students' cultures, languages, and abilities

Professional Competencies

Cultural Competency: Fosters an inclusive classroom environment respectful of diverse cultures, backgrounds, and identities
Growth Mindset: Welcomes feedback and seeks continuous improvement through collaboration and reflection
Classroom Management: Uses proactive strategies to support positive behavior and build student relationships
Communication: Builds strong relationships with students and families through consistent, respectful communication

Parental Engagement Support

Assist with Title I-funded family nights or outreach activities designed to involve parents in their child's academic development

Professional Competencies

Cultural Competency: Fosters an inclusive classroom environment respectful of diverse cultures, backgrounds, and identities
Growth Mindset: Welcomes feedback and seeks continuous improvement through collaboration and reflection
Student Management: Uses proactive strategies to support positive behavior and build student relationships
Communication: Builds strong relationships with students and families through consistent, respectful communication

REQUIRED SKILLS and ABILITIES

Associates degree (AA) in Early Childhood Education or Child Development or the equivalent
Prior experience with preschool preferred
Ability to work in cooperative and collegial manner with GSRP Lead Teacher
CPR/AED and first aid certification
Obtain and maintain all training(s), certificate(s), approval(s), etc and provide documentation
Reliable job attendance, performance, and the physical ability to do the job
Experience with trauma-informed teaching practices and/or PBIS
Familiarity with MTSS, RTI, or other tiered intervention frameworks
Able to lift up to 50 pounds and work at physical level with preschooler

WORK ENVIRONMENT and CONDITIONS

The employee shall remain free of any alcohol or nonprescribed controlled substances in the workplace throughout their employment in the District
Reasonable accommodations will be made to enable individuals with disabilities to perform essential job functions
Complies with all federal, state, and district policies, including student data privacy (FERPA) and mandated reporting requirements
The noise level in the work environment is usually moderate to noisy

Notice of Non-discrimination
Brandywine Community Schools does not discriminate on the basis of race, color, religion, sex, national origin, height, weight, marital status, political belief, genetic information, disability or any other legally protected category, (collectively, "Protected Classes"), in its programs and activities, including employment opportunities. Title IX: Elise Sorensen, Director of Adult, Alternative and Special Education. Section 504 Coordinator: Matt Severin, Principal. Civil Rights Coordinator: Travis Walker, Superintendent. For procedural information, please review Brandywine Community Schools Board policies

GSRP ASSOCIATE TEACHER