ECE Coordinator & Coach

The Early Childhood Education Coordinator/Coach’s essential functions within the organization are to provide professional leadership  and serve as a resource for instructional staff and school instructional leadership in the area of early childhood development and developmentally appropriate instructional best practices  for Prek and Kindergarten grades. The position develops and implements developmentally appropriate Early Childhood programs and practices within organizational policies; reports major activities to senior level administrators through conferences and reports. The position is responsible for supporting teachers and administrators in meeting identified goals in early childhood education program. The Early Childhood Coordinator/Coach will provide ongoing professional development that enables teachers to think reflectively about improving student development, learning and implementing various instructional programs and early childhood education based best practices. The Early Childhood Education Coordinator/Coach will be willing to learn about Universal Design for Learning (UDL) and the CLASS assessment in order to  provide classroom support, coaching, and in-service workshops that merge best practices in early childhood education.  The Early Childhood Education Coordinator/Coach is also a member of the school-wide assessment team overseeing/co-coordinating the various assessments that are administered to our students. This is a 12 month position.  

Who We Are

Our mission is to provide an exemplary educational program that includes all students. Our developmentally appropriate, student and family-centered educational approach nurtures students to expand their developmental skills, in order to build a foundation for life-long learning. Our Core Values are:

• Responsibility
• Engagement
• Acceptance
• Creativity
• Honesty

We utilize the Universal Design for Learning Framework as the foundation for building student agency and framing the essential work needed to meet our mission and organization goals.

Who Are We Looking For

We are seeking passionate educators to build an inclusive Pk-5 school community. We are seeking committed individuals to provide high-quality and innovative instruction to a diverse student community.  We are seeking individuals that recognize that they are in a position of public trust and are held to a high standard of personal and professional conduct.  If you are a dedicated educator who is passionate about creating a culture of inclusion and respect, we invite you to join our team. Together, we can make a difference in the lives of our students and build a brighter future for our community.

Our Graduate Profile

A Bridges “Graduate”

• Is a unique and independent individual who is prepared to pave their own path.
• Self advocates through their preferred communication modalities.
• Welcomes diversity with inclusion, openness, acceptance, and respect for others.
• Demonstrates empathy and a desire to help and support others in need.
• Perseveres in the face of challenges to meet their individual academic, social and extra curricular goals. 
• Is prepared for next steps after leaving Bridges Public Charter School.

As the Early Childhood Education Coordinator & Coach you will be responsible for...

RESPONSIBILITIES INCLUDE

• Coordinate an early childhood (Prek & K) literacy academic program based on the science of reading and the use of hands on practices
• Provides coaching support and assistance to all classroom teachers in improving  instructional practices through the full implementation of the school’s coaching model/framework
• Assess teachers’  level of knowledge about teaching early childhood education, and determine needs for professional development. 
• Facilitate/advise in the development of strategies to promote high standards of academic and social emotional development  through the content and delivery of the curriculum.
• Assist the teachers in creating a print rich environment in the school and individual classrooms. 
• Work with classroom teachers to universally design instruction and align instructional design to DC Early Learning and Common Core Standards.
• Facilitates professional development for teachers throughout the school year
• Support in the selection of classroom resources/materials 
• Coordinates with the Early Childhood Assistant Principal  to identify and  purchase instructional materials/resources for early childhood classrooms.
• Model reading/teaching/learning strategies in classrooms and provide feedback. 
•  In collaboration with the  instructional staff, establish student learning goals for literacy and math at each grade level.
• Coordinate diagnostic assessments of students to determine proficiency levels in grade-level standards. 
• Maintain data reports of assessment results school-wide, by classroom, and by individual students.
• Makes data driven decisions to identify strengths and deficiencies and apply those findings to school wide recommendations for improved student achievement.  
• Supports classroom teachers in evaluating academic and behavioral data and to improve instruction with appropriate instructional and behavioral interventions for each student based on identified needs. 
• Facilitate regular Professional Learning Community meetings (PLC) with classroom teachers to examine student work and monitor progress in order to support teacher reflection and action. 
• Facilitate teacher work groups/common planning time or grade level team meetings as needed. 
• Participate on the Instructional Leadership Team (ILT) meetings  to determine the school’s strengths and needs for improvement in early childhood  instruction. 
• Participate in team reviews concerning the academic progress of at-risk students who are not responding to interventions. 
• Continue personal professional growth through ongoing participation in workshops, seminars, conferences, and/or advanced coursework. 
• Maintain a collection of professional and reading/learning materials related to math instruction, Universal Design for Learning,  which reflect current research.
• Collaborate with other departments and instructional staff to ensure continuity of the early childhood in meeting schoolwide  program goals.
• Co-coordinate (with reading interventionist ) literacy academic enrichment events for parents and students
• Co-coordinates the MTSS (Multi-Tiered Systems of Support) for the school
• Meets regularly (weekly) with supervisor to review benchmarks and established data points to assess student progress towards established instructional goals
• Attend and participate in school events outside of regular school hours. 
• Other duties as assigned

PROFESSIONAL RESPONSIBILITIES  

• Adhering to the 8:00 a.m.-4:00 p.m. work day
• Regularly attends work and adheres to all attendance policies.
• Be on time for classes, duties, team meetings and professional development activities. Communicate about and plan for absences in advance with teaching teams and the Assistant Principal.
• Facilitate/participate in weekly Professional Learning Community (PLC) meetings.
• Contribute to PLC sessions by being prepared to share data,  ideas, student work,  materials, feedback, facilitating  sessions and/or discussions.
• Facilitate/participate in a Summer Professional Development. Summer Professional Development will be two weeks in August before students return.
• Seek out additional opportunities for professional development that will lead to achieving personal and school-wide professional development goals.
• Reading provided school information  and adhering to all deadlines.
• Respond to all emails within 24 hours or the next business day. 
• Other professional duties as assigned.   

SCHOOL CULTURE 

• Create and maintain a physically and emotionally safe environment for students. 
• Communicate respectfully to students, staff and families at all times. 
• Model, practice and discuss respectful, unbiased and effective communication with students.
• Other school culture expectations as assigned. 

MINIMUM QUALIFICATIONS

• Hold an advanced degree and have extensive experience in early childhood education
• Minimum of five years of classroom teaching experience preferably early early childhood level
• Minimum of two years of of Early Childhood Instruction Coaching experience- preferred bu not required
• Minimum of two years of experience in teacher training and professional development 
• Demonstrate strong skills in partnering with families.
• Demonstrate excellent oral and written communication skills and the ability to communicate effectively with a diverse group of colleagues, parents, families, and community members.
• Be committed to meeting the needs of a diverse student population.
• Have a track record of being a team player and community minded.
• Be committed to their own learning.
• Have excellent time-management skills, attention to detail, and ability to work independently.
• Have a passion for urban public schools.
• Adhere to a high level of professional and ethical standards.
• Bilingual English / Spanish is a plus, not required. Salary add-on of up to $2000.00 for documented Spanish language skills.

Salary is based on educational level, certification(s), and years of experience. The successful candidate will be contracted yearly. Employment will be renewed according to evaluations and staff interest. Child care and health savings plans, pre-tax deduction for Metro, bike racks and regular staff engagement and wellness activities. Staff lounge and lactation room for nursing mothers. Health benefits (medical & dental), disability insurance, and a retirement plan: 401-(k) with a 4% match or the continuation of the DCPS retirement plan.