Primary Purpose:

To provide effective support, feedback, and intensive group and individual professional

learning to teaching staff in order to improve student achievement based on ongoing

assessment data and research that is predictive of successful teaching practice and student

outcomes.

Qualifications:

Education/Certification:

• Bachelor’s degree from an accredited university in or relating to early childhood education, elementary education, special education, or a related field.

Special Knowledge/Skills:

• Strong written and verbal communication skills
• Ability to interact with diverse populations
• Strong critical thinking and decision-making skills
• Ability to identify and solve problems
• Ability to work cohesively with teachers, administrators, and the interdisciplinary team
• Ability to implement teaching staff coaching to improve classroom practice and student learning
• Ability to model and support the use of technology to increase achievement, including Microsoft Word, Excel, PowerPoint, Publisher and Access
• Must complete training, obtain and maintain certification in Classroom Assessment Scoring System (CLASS), and recertify annually
• Bilingual (English/Spanish) oral and written communication skills preferred

Experience:

• Minimum of five years successful teaching experience working with children ages 0-5, inclusive of children with disabilities or behavior concerns
• Experience in an instructional coaching or related role with teaching staff
• Experience working in an Early Head Start or Head Start program preferred

Major Responsibilities and Duties:

• Model HCDE and Head Start’s mission, vision, and values.
• Work with interdisciplinary teams to ensure integration and consistent delivery of all Head Start services.
• Collaborate with Education and Special Services team to improve the quality of child outcomes by planning and developing curriculum instructional strategies for continuous improvement.
• Use data and assessment information to provide targeted feedback to teachers who require additional support with instruction and/or classroom management by discussing possible research-validated interventions that will assist the teacher in addressing needs.
• Model lessons and encourage teachers by using a wide variety of coaching methods including gradual release, co-planning, modeling, co-teaching, side-by-side coaching, and video reflection.
• Provide regular professional development to teachers through observation feedback, lesson plan feedback, coaching meetings and professional development workshops.
• Participate in the development of an ongoing student assessment plan and the analysis of outcome data to adjust practice and school readiness goals.
• Maintain the confidentiality of information.
• Perform other duties as assigned.