Preschool Instructional Coach (Anticipated)

Purpose 
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.

Responsibilities include but not limited to:

• 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 performance-based assessments 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 performance-based assessment 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 needed improvement identified from structured observation instruments (aggregated data), curriculum observation instruments, performance-based assessment results, district evaluation data, and other information
• Serve as Preschool Parent Liaison
• Serve as Community Parent Involvement Specialist (CPIS) to plan for smooth transitions for children entering Preschool or going to Kindergarten and to assist in planning parent involvement activities
• 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, the district's DOE approved professional development plan and classroom-quality assessment data. Professional development should be presented in a variety of participant settings, ranging from small groups to cohorts to entire staff
• Confer with Special Education and Curriculum Supervisors 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
• Reflect on own professional development needs, attend workshops, read research articles, and consult with others

Salary Range and Qualifications

• Salary will be based on the DTEA negotiated agreement for teachers.  This is a ten month position.
• A bachelor's degree and preschool through grade three (P-3) teacher certification
• Certification that includes an endorsement for teacher of students with disabilities or teacher of the handicapped
• A graduate degree in early childhood education with an emphasis on early literacy and/or early mathematics or a graduate degree in educational supervision and/or leadership preferred
• At least three years of experience teaching in general education preschool programs
• Experience in implementing developmentally appropriate preschool curricula
• Experience with a wide range of appropriate early childhood performance-based and classroom quality assessment instruments
• Experience providing professional development to classroom teachers preferred
• Preschool Professional Development Fellow status preferred