Assistant Director for Great Start Readiness Program

POSITION SUMMARY

The Agency is seeking a collaborative and detail-oriented Assistant Director for GSRP. Reporting directly to and supporting the Director for Early Childhood Education and Programming, the Assistant Director for GSRP will assist in grant implementation, oversight and monitoring, and supporting Great Start Readiness Program subrecipient partners. The primary focus for the Assistant Director will be providing operational and administrative support for local partners funded to provide GSRP through Michigan’s PreK for All initiative. The Assistant Director will assist in PreK for All state grant oversight, promoting strategic expansion, and supporting continuous system improvements across the Livingston Educational Service Agency service area.

ESSENTIAL FUNCTIONS

Note:  These duties and responsibilities are judged to be "essential functions" in terms of the Americans With Disabilities Act or ADA.   To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.  The statements below are intended to describe the general nature and level of work being performed by a person in this position.  They are not to be construed as an exhaustive list of all duties that may be performed by such a person. Other duties may be assigned.

• Provide administrative support to the Director in assessing community need, developing capacity with local partners, onboarding new partners and supporting existing partners, and evaluating classroom/program quality through data analysis.
• Stay informed on MiLEAP/GSRP grant requirements, policy updates, early childhood research, and emerging trends to keep the Director informed, local programs compliant, and support implementation of best practices for early education.
• Support the coordination and execution of a comprehensive subrecipient monitoring schedule for partner preschool locations.
• Perform routine reviews, desk audits, and on-site visual verifications to help identify program compliance gaps.
• Draft corrective action plans and compile technical support data for partners as directed.
• Gather data to help the Director assess the specific professional development needs of the teaching workforce.
• Support the implementation of comprehensive regional training tracks aligned with evidence-based guidelines.
• Handle logistics and coordination for training events, workshops, and cohort learning opportunities.
• Contribute to an organizational culture of professional growth and collaborative teamwork.
• Liaise with families, local educators, and stakeholders under the Director's guidance to support universal PreK systems.
• Provide administrative backing for the community-based organization partner leadership group including monthly meeting coordination and communication.
• Coordinate with special education leadership as directed to help ensure inclusive placements in preschool environments.
• Deliver supporting resources and guidance to teaching staff, families, and service providers as needed.

ADDITIONAL DUTIES

• Performs other related tasks as assigned. 

EDUCATION and EXPERIENCE

• Master’s degree in Early Childhood Education, Educational Leadership, Special Education, or a related field.
• Minimum of 3–5 years of administrative or supervisory experience in early childhood education programs.
• Proven track record supporting state preschool implementation or GSRP program administration.
• Active connection with early childhood networks, agencies, and collaborative organizations
• Experience utilizing standard curriculum frameworks, child assessment systems, and professional registries.

REQUIRED SKILLS AND ABILITIES

• Strong collaborative, organizational, and clear oral/written communication skills.
• Capacity to assist with components of complex public education systems and work harmoniously with stakeholders.
• Solid foundational understanding of early childhood best practices, readiness metrics, and special education policies.
• Ability to analyze journals, data, and regulations to compose structured draft reports, spreadsheets, or summaries.
• Ability to utilize mathematical concepts like ratios and proportions to track program improvements.
• Proficiency in office productivity suites including Microsoft Office (Word, Excel, PowerPoint) and Google Workspace (Docs, Sheets, Forms, Gmail).
• Ability to manage digital workflows, organize cloud-based documentation, and build data collection forms.

LANGUAGE SKILLS

Ability to read, analyze, and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals. Ability to effectively present information and respond to questions from groups of staff, parent, and the general public.

MATHEMATICAL SKILLS

Ability to calculate figures and amounts such as discounts, interest, commissions, proportions, percentages, area, circumference, and volume. Ability to apply concepts of basic algebra and geometry. Ability to analyze journals, data, and regulations to compose structured draft reports, spreadsheets, or summaries.

REASONING ABILITY

Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.  

OTHER SKILLS & ABILITIES

Must be able to transport between school buildings, districts and cities.  Ability to apply knowledge of current research and theory in specific field.  Ability to establish and maintain effective working relationships with students, staff and the community.  Ability to communicate clearly and concisely both in oral and written form.  Ability to perform duties with awareness of all district requirements and Board of Education policies.

PHYSICAL DEMANDS

While performing the duties of this job, the employee is regularly required to sit and talk or hear. The employee is occasionally required to stand and walk.  Specific vision abilities required by this job include close vision, and the ability to adjust focus.  The position requires meeting deadlines with severe time constraints, interacting with the public and staff, irregular or extended work hours.  The employee is responsible for safety, well-being, and work output of others. Must be able to meet demands from several people.

WORK ENVIRONMENT

The noise level in the work environment is usually quiet.  The noise level in this position varies.  When visiting a building the noise level will be loud, in the office, quiet and at meetings, moderate. Quiet work environment with shared accountability for the safety and well-being of young learners.

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

The Board of Education does not discriminate on the basis of race, color, religion, national origin, sex (including sexual orientation and transgender identity), disability, age, religion, height, weight, marital or family status, military status, ancestry, genetic information or any other legally protected characteristic, in its programs and activities, including employment opportunities.

Inquiries regarding non-discrimination policies should be directed to the Deputy Superintendent for Administrative Services.

Salary : $40,178 - $45,216