Early Childhood Interventionist

Position: Early Childhood Interventionist

Reports to: Early Childhood Principal

Supervisory Responsibilities: None

Job Summary The Early Childhood Interventionist provides behavioral, social-emotional, and developmental support to preschool and kindergarten students within the school setting. The Interventionist works collaboratively with teachers, administrators, support staff, and families to help students develop self-regulation skills, positive behaviors, and school readiness skills that promote success in the classroom. The position focuses on supporting students through relationship-building, behavior intervention, social-emotional instruction, and trauma-informed practices while maintaining safe, supportive, and inclusive learning environments.

Essential Duties and Responsibilities

Student Support and Intervention

• Provide direct support to preschool and kindergarten students demonstrating behavioral, social-emotional, or developmental needs.
• Assist students with emotional regulation, conflict resolution, and appropriate social interactions.
• Implement intervention strategies and behavior support plans as directed by administration or student support teams.
• Work with students individually and in small groups to develop self-regulation and social skills.
• Support students during transitions, classroom activities, meals, recess, and other school routines.
• Utilize positive behavior supports and trauma-informed practices to promote student success.
• Respond to student crises using approved de-escalation techniques and district procedures.

Classroom and Staff Support

• Collaborate with classroom teachers to support student behavior and engagement.
• Provide assistance within classrooms to maintain productive learning environments.
• Help implement sensory supports, calming strategies, and social-emotional learning activities.
• Assist with supervision of students during arrival, dismissal, recess, and other assigned times.
• Communicate concerns regarding student progress and behavior to appropriate staff members.

Building Support

• Assist with maintaining a safe, orderly, and welcoming school environment.
• Support school-wide behavioral expectations and social-emotional initiatives.
• Perform other duties as assigned by the Early Childhood Principal.

Qualifications

Required Qualifications

• High school diploma or GED required.
• Experience working with young children preferred.
• Ability to build positive relationships with students, families, and staff.
• Strong communication and interpersonal skills.
• Ability to maintain confidentiality and exercise sound judgment.
• Ability to work collaboratively as a member of a school team.
• Ability to respond calmly and appropriately in challenging situations.

Preferred Qualifications

• Experience in childcare, preschool, early childhood education, behavioral support, or school settings.
• Knowledge of child development and early childhood practices.
• Training in trauma-informed practices, behavior management, or de-escalation strategies.
• Experience supporting children with social-emotional or behavioral needs.

Physical Requirements

• Ability to move throughout classrooms, playgrounds, and school facilities.
• Ability to sit on the floor, bend, kneel, and actively engage with young children.
• Ability to lift and move classroom materials and equipment.
• Ability to respond quickly to student needs and emergency situations.

Work Environment

• School-based; may work in classrooms, intervention spaces, or learning labs.
• Frequent interaction with students and staff throughout the school day.

The employee shall remain free of any alcohol or non-prescribed controlled substance in the workplace throughout his/her employment in the District.

Grand Ledge Public Schools District shall provide equal opportunity and shall not discriminate in matters of employment or enrollment on the basis of age, religion, race, traits historically associated with race, including, but not limited to, hair texture and protective hairstyles, color, national origin, gender/sex, sexual orientation, gender identity, disability, height, weight or marital status in its programs, services or activities.