Careers

Earned 2023 Great Place To Work Certification 

• Bachelor's Degree in Early Childhood Education or equivalent coursework.
  
• A minimum of 3 years classroom experience teaching in an Early Childhood setting with children 0-5 years;
  
• Previous experience and proven ability to prepare and conduct training workshops for adult learners. 
  
• Expertise with mentoring and implementing instructional practices and coaching methods to improve child and family outcomes. 
• Demonstrated experience in embedded professional development, collaborating and inspiring a diverse workforce of committed professionals. 
  
• Be conversant in early learning best practices and research. 
  
• Excellent written and verbal communication skills and ability to convey thoughts, ideas and concepts to others effectively. 
  
• Microsoft Office proficiency as well as the ability to utilize software systems, data and leverage technology as an effective management and communication tool.
  
• Must be able to pass a pre-employment and/or periodic physical examination, annual TB skin test, and complete background check every 24 months (about 2 years). Must have access to insured and reliable transportation. 

The physical requirements for this position are representative of those that must be met by an employee tosuccessfully perform the essential functions of this job. Reasonable accommodations may be made to enableindividuals with disabilities to perform the essential functions.

• Must be able to frequently walk, stand and sit for extended time periods.
• Repetitive use of hands; reaching and turning;
• Ability to lift up to 30 pounds; light lifting of supplies and materials;
• Specific vision abilities required by this job include close vision, distance vision and the ability to adjust focus.
• Must be able to twist, turn, kneel, bend and stoop.
• Must be able to monitor children’s safety in activities when needed

The Instructional Coach will work with teachers, home visitors, and family engagement advocates to improve child and family outcomes. Serve as a mentor and role model to provide continuous classroom improvement, parent child interactions, and family engagement practices. This position also serves as a champion in supporting teachers, families, and administrators in excellence in early childhood education.

• Provide in-classroom guidance for teachers utilizing research-based techniques, approaches and interactions to successfully facilitate the learning process for children.
• Demonstrate relational practices that support a mentoring relationship between home visitor and parent and family engagement advocate (FEA), and parent.
• Activities include modeling/demonstrations, reflective use of video observations, peer-to-peer learning opportunities, coaching, and theoretical instruction in combinations that complement the individual’s learning style and abilities.
• Provide ongoing support to positively impact the results of child assessments and parent outcomes.
• Train teaching staff to enhance their abilities to provide children with developmentally appropriate classroom environments. Train home visitors and FEAs on professional competencies that lead to positive parent and child outcomes.
• Ensure that all classroom teacher staff receive ongoing training and staff development to master skills as required by CCA as well as maintaining a working knowledge of the latest researched-based early education information.
• Maintain and document individual records for each teaching staff to track progress on a regular basis as well as accomplishments toward mastery of CLASS (Classroom Assessment Scoring System) Domains.
• Identify teaching staff requiring additional coaching and collaborate with teaching staff to create both individual and classroom level goals to support continuous quality improvement that align with improving professional skills and child outcomes.
• Collaborate with Campus Directors, Performance Coordinators, Family Service, Home Visitor Manager, and Assistant Directors of Educational Services to develop and implement professional learning communities to boost peer-to-peer learning opportunities, unpack curriculum implementation and planning, and to gain a better understanding of the requirements within the content areas.
• Utilize reflective practices to facilitate goal setting, data evaluation, and regular observation feedback.
• Track, enter, and monitor coaching data.
• Collaborate with Campus Directors, Performance Coordinators, and the Director of Professional development to develop a schedule to conduct pre and post CLASS assessments, and to implement pre and post curriculum fidelity observations.
• Participate in required staff development activities, in-service training and workshops.
• Support the development and implementation of the Technical and Training Assistant plan, and the Head Start Early Head Start Professional Development Plan.
• Participate in interdisciplinary work involved in planning and implementing events, and the self-assessment process.
• Attend scheduled staff meetings with ISD or campus personnel, departmental meetings, and or agency, and individual reflective supervision meetings.
• Commit to being a life-long learner. Attend training to become train-the-trainer on assigned content to support professional development opportunities and the onboarding process.
• Other related duties as assigned.