I. TITLE
Preschool Instructional Coach (Master Teacher)
II. PRIMARY FUNCTION
Support up to twenty (20) PEA-funded preschool classrooms within the district and/or in assigned Private Licensed Childcare Centers. Preschool Instructional Coaches are funded in New Jersey's State Preschool Program to provide and maintain high levels of quality by helping and supporting preschool teachers. The primary role of the Preschool Instructional Coach is to visit classrooms and coach teachers using the reflective cycle. The district shall provide Preschool Instructional Coaches at a ratio of no more than 20 preschool classrooms for each Preschool Instructional Coach.
III. REPORTS TO
Early Childhood Coordinator
IV. QUALIFICATIONS
• A Bachelor’s Degree and a valid Standard New Jersey Instructional Certificate endorsed for Preschool through Grade 3 (P-3) or equivalent preschool certification, as set forth in NJAC 6A:9B; and one or more of the following:
a. Certification that includes an endorsement for bilingual education or English as a
second language;
b. Certification that includes an endorsement for teacher of students with disabilities
or teacher of the handicapped;
c. A graduate degree in early childhood education with an emphasis on early literacy
and/or early mathematics; and/or
d. A graduate degree in educational supervision and/or leadership.
• A minimum of five (5) years’ experience teaching in preschool programs;
• Experience in implementing developmentally appropriate preschool curricula (High Scope preferred, but not required);
• Experience with a range of appropriate early childhood performance-based assessment instruments and classroom quality assessment instruments; and
• Experience providing professional development to classroom teachers.
V. MAJOR DUTIES AND RESPONSIBILITIES
• Visit classrooms on a regular basis to coach and provide feedback to teachers to support high quality teaching practices using the reflective cycle.
• Provide feedback directly to teaching staff based on the reflective cycle plan and model exemplary practices and regularly meet with the Early Childhood Supervisors, Program Directors or Principals. Recordkeeping, including use of the reflective cycle, should be maintained during these visits.
• Coach teachers on the use of early childhood performance-based assessments (e.g., COR Advantage, Early Childhood Screener, etc.), including supporting quality assessment practices, interpretation of data and the use of assessment data in planning.
• Administer structured program evaluation instruments to measure quality practices in preschool classrooms. Examples of program evaluation instruments include curriculum implementation fidelity tools, Early Childhood Environment Ratings Scale -Third Edition (ECERS-3), Supports for Early Literacy Assessment (SELA), and the Preschool Classroom Mathematics Inventory (PCMI).
• Use data and results of structured classroom observations to determine and support a high-quality curriculum implementation, plan specific goals, and create training opportunities.
• Model developmentally appropriate classroom practices and lessons, facilitate PLC meetings, and plan and implement workshops to strengthen areas of need.
• Plan and provide professional development experiences for classroom teachers that align with the New Jersey Preschool Teaching and Learning Standards, the school district's Department of Education (DOE) approved curriculum, and the district's DOE approved professional development plan.
• Confer with Early Childhood Supervisor to coordinate, articulate, and provide professional development for all staff.
• Provide individualized follow-up support to the teacher's level of development and plan small group meetings/trainings for teachers with similar needs.
• The Preschool Instructional Coach (PIC) will complete professional development to support the goals of the early childhood program, to include participation in Technical Assistance Training, as delineated by the district's participation in GrowNJKids. New Preschool Instructional Coaches must become "Early Childhood Professional Development Fellows" by completing all requirements of the "The Role of the Master Teacher" course offered by the Division of Early Childhood Education. Preschool Instructional Coaches should also attend annual Master Teacher meetings sponsored by the Division of Early Childhood.
• Reflect on own professional development needs, attend workshops, read research articles, consult with others, etc.
• Confer regularly with the Preschool Intervention and Referral Specialist (PIRS). Confer regularly with the Community Parent Involvement Specialist (CPIS) and other relevant school/district personnel to plan for smooth transitions for children entering preschool through grade three programs.
• Assist the Community Parent Involvement Specialist (CPIS) in planning parent involvement activities (e.g., ensuring that information about the preschoolers are shared with kindergarten staff, planning parent workshops together, planning visits to kindergarten classrooms).
• Support transition activities, programs, and services between and among preschool through grade three programs.
• Perform additional duties as assigned that are directly related to early childhood classroom improvement.
VI. TERMS OF EMPLOYMENT
Ten-month position in accordance with provisions of ETEA/BOE contract and Board Policy.
VII. EVALUATION
Performance of this job will be evaluated annually in accordance with Board Policy by the
Early Childhood Coordinator.
APPROVED: December 19, 2023