Careers

Our EEO Policy

Child Care Associates is an equal opportunity employer who offers equal employment opportunities without regard to race, color, religion, sex, national origin, age, pregnancy, mental or physical disability, political affiliation, beliefs, protected veteran status in accordance with applicable federal laws, or any other protected class.

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 coach’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 with Southern Methodist University 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.
• Facilitate pre and post curriculum fidelity observations. Support the development of Campus level fidelity improvement plans and implementation.
• Monitor classroom lesson plans for alignment with standards, individualization, incorporation of Individual Education Plans/Individual Family Service Plans, developmentally appropriateness, and cultural and linguistic supports.
• Monitor implementation of daily schedule and learning activities.
• Collaborate to lead campus level Collaborative Curriculum Planning Meetings.
• Assist staff in understanding curriculum and assessment resources and to use child outcomes data to inform instruction. Monitor for accuracy.
• Conduct pre and post PICCOLO and HOVRS observations. Support Home Base and STEF staff to use data to inform practice.
• Enter required data in ChildPlus, and Construct Coaching.
• Other related duties as assigned.

• Bachelor’s Degree in Early Childhood Education or BA or advanced degree with equivalent coursework in early childhood education.
• A minimum of 3 years classroom experience teaching preschool children or Early Childhood in an ISD or Head Start setting. 
• 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.

Preferred Skills:

• Valid Texas Teacher Certification in EC-6 preferred.
• Master’s Degree in closely related field preferred.
• English-Spanish bilingual skills preferred.
• Extensive training in curriculum fidelity models, the Classroom Assessment Scoring System, developmentally appropriate practices, and professional teaching, home visiting, and family engagement competencies.

• 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