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the competence to collect and analyze data from formative and summative assessments to inform instructional decisions; the skill to implement a tiered system of instruction within the classroom and to leverage the intense student support network; the strong desire and ability to build meaningful, caring relationships with students in order to exert academic influence. Saginaw Public Schools GENERAL SUMMARY: Saginaw Public Schools Teachers are responsible for planning, organizing and implementing an appropriate instructional program in a learning environment that guides and encourages students to develop and fulfill their academic potential.

Position Type: Elementary School Teaching/Early Childhood Date Posted: 1/2/2026 Location: Henry Doerr Date Available: 2025-26 School Year Closing Date: Until Filled District: Saginaw Public Schools GENERAL SUMMARY: Saginaw Public Schools Teachers are responsible for planning, organizing and implementing an appropriate instructional program in a learning environment that guides and encourages students to develop and fulfill their academic potential. Saginaw Public Schools teachers are committed and focused on rapid school Turnaround. DISTRICT-WIDE PERFORMANCE STANDARDS: The School District of the City of Saginaw, in partnership with parents, students, businesses and the community, are committed to and responsible for ensuring the highest level of academic achievement and career planning for all students, the highest performing organizational structure at all levels, and a safe and effective learning environment for all students. A Saginaw Public Schools Turnaround teacher skillfully demonstrates . . . <ul><li>the capacity to align curriculum, instruction and assessments while responding to the individual needs of students;</li><li>the willingness to seek out knowledgeable peers, coaches or administrators for instructional support</li><li>the desire and ability to work in a multi-cultural, urban setting and develop a rapport with students, staff, parents, and the school community.</li><li>prioritize student-learning needs over the customs, routines, and established relationships that can stand in the way of necessary change;</li><li>commitment to the relentless pursuit of increasing student learning and innovation</li><li>the competence to collect and analyze data from formative and summative assessments to inform instructional decisions;</li><li>the skill to implement a tiered system of instruction within the classroom and to leverage the intense student support network;</li><li>the strong desire and ability to build meaningful, caring relationships with students in order to exert academic influence</li><li>the ability to help create and thrive in a professional environment that is one of mutual respect, teamwork, and accountability that includes all stakeholders; </li><li>the willingness to actively engage in the PLC process while <ul><li>participating in ongoing instructional specific conversations</li><li>collaboratively create and execute clear, logical instructional plans</li><li>coordinate instruction within and across grade levels</li><li>try out new ideas to improve student learning</li></ul></li></ul>KNOWLEDGE, SKILLS AND ABILITIES:<ol><li>Content and pedagogical knowledge in assigned subject/area</li><li>Knowledge of relevant technology</li><li>Critical thinking and problem solving skills</li><li>Verbal and written communication skills</li><li>Decision making skills</li><li>Organization and planning skills</li><li>Ability to tolerate high levels of stress</li><li>Ability to be flexible and adaptive</li><li>Ability to take initiative</li><li>Ability to record and report daily written records</li><li>Ability to pay attention to detail</li><li>Ability to utilize classroom instruction techniques designed to stimulate the spirit of inquiry, the acquisition of knowledge and understanding, and the thoughtful formulation or worthy goals</li><li>Ability to work effectively and collaboratively with other teachers, administrators, and staff</li><li>Ability to work independently</li><li>Ability to learn new tasks quickly</li><li>Ability to work in a multi-cultural, urban setting and develop a rapport with students, staff, parents and the school community</li></ol> DUTIES AND RESPONSIBILITES:<ol><li>Implements instructional activities that contribute to a climate where students are actively engaged in meaningful learning experiences</li><li>Identifies, selects, and modifies instructional resources to meet the needs of the students with varying backgrounds, learning styles, and special needs</li><li>Teaches District approved curriculum</li><li>Assists in assessing changing curricular needs and offers plans for improvement</li><li>Maintains effective and efficient record keeping procedures</li><li>Provides a positive environment in which students are encouraged to be actively engaged in the learning process</li><li>Communicates effectively, both orally and in writing, with students, parents, and other professionals on a regular basis</li><li>Collaborates with peers to enhance the instructional environment</li><li>Models professional and ethical standards when dealing with students, parents, peers, and community. Assumes responsibility for meeting course and school-wide student performance goals</li><li>Assistance with toileting needs</li><li>Effectively direct and utilize a classroom assistant (aide) in order to carry out daily tasks supporting the instructional needs of the students in the classroom.</li><li>Make home visits if needed</li><li>Conduct developmental screenings and assessments</li><li>Write goals and objectives, and be able to write IEP's and IFSP's</li><li>Schedule IEP/IFSP's with appropriate personnel</li><li>Performs other duties and responsibilities as assigned by their supervisor</li><li>Plans individual and group activities to stimulate growth in language, social, and motor skills such as learning to listen to instructions, playing with others, and using equipment</li><li>Develops and uses instructional materials suitable for verbal instruction of pupils with wide range of mental, physical, and emotional ability levels</li><li>Encourages pupils to express themselves creatively in art, music, and dramatic play</li><li>Provides appropriate climate to establish and reinforce acceptable pupil behavior, attitudes and social skills</li><li>Provides individual and small group instruction designed to meet individual needs of pupils in communications skills, health habits, physical skills, and development of self-concepts</li></ol> EDUCATION AND/OR EXPERIENCE:<ol><li>State of Michigan teacher certificate required</li><li>Must possess a valid Michigan teaching certificate with an endorsement in at least one area of special education and a major or minor in early childhood education or child growth and development. (Candidates who have a ZA or ZS endorsement with a special education endorsement do not need this approval.)</li><li>Demonstrated knowledge and understanding of preschool special needs school curriculum and philosophy, effective instruction principles, assessment procedures and learning as well as behavioral supports and plans</li><li>Demonstrates the personal qualities of an effective teacher including the ability to collaborate with other staff and the ability to communicate well with a wide variety of audiences both in writing and verbally</li><li>Demonstrated ability to work independently and, to coordinate and direct the work of others</li><li>Demonstrated ability to interact proactively with parents</li><li>Prior knowledge of state standards and assessment tools</li></ol> Saginaw Public Schools is an Equal Opportunity Employer. It is our policy not to discriminate on the basis of race, color, national origin, gender/sex, age, disability, height, weight, marital status, or lack of English language speaking skills, in its programs.

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