Address
Form of workPosition Type:
Elementary School Teaching/Early Childhood
Date Posted:
3/22/2024
Location:
Elementary Schools
Date Available:
05/06/2024
Closing Date:
04/05/2024
Anticipated
Preschool Instructional Coach/Preschool Intervention & Referral Specialist
(Preschool Expansion Aid funded)
The Secaucus Board of Education invites qualified and interested individuals to apply for the position of Anticipated Preschool Instructional Coach/Preschool Intervention & Referral Specialist
QUALIFICATIONS AND REQUIREMENTS
BASIC FUNCTIONS AND RESPONSIBILITIES
Curriculum & Professional Development
Support:
Reports to:
Early Childhood Supervisor
HOW TO APPLY
The Secaucus Board of Education only accepts electronic applications.
Please apply online at www.sboe.org.
OPENING DATE: March 22, 2024
CLOSING DATE: April 5, 2024
THE SECAUCUS BOARD OF EDUCATION IS AN
EQUAL OPPORTUNITY/AFFIRMATIVE ACTION EMPLOYER
Board approved March 20, 2024
Attachment(s):
Elementary School Teaching/Early Childhood
Date Posted:
3/22/2024
Location:
Elementary Schools
Date Available:
05/06/2024
Closing Date:
04/05/2024
Anticipated
Preschool Instructional Coach/Preschool Intervention & Referral Specialist
(Preschool Expansion Aid funded)
The Secaucus Board of Education invites qualified and interested individuals to apply for the position of Anticipated Preschool Instructional Coach/Preschool Intervention & Referral Specialist
QUALIFICATIONS AND REQUIREMENTS
- A bachelor's degree and appropriate N.J. teacher certification;
- Three to five years' experience teaching in relevant programs;
- Experience providing professional development to classroom teachers;
- Experience in implementing developmentally appropriate curricula;
- Experience with performance-based assessment;
- Specialization in behavior analysis, special education, or culturally responsive teaching
BASIC FUNCTIONS AND RESPONSIBILITIES
Curriculum & Professional Development
- Visits both in-district and partner preschool classrooms on a regular basis to observe classroom practices, provide feedback directly to teachers, and provide coaching to improve teaching practices through the reflective cycle to achieve school readiness goals within the NJ Preschool Teaching and Learning Standards and NJ Preschool Program Implementation Guidelines
- Coaches teachers in use of effective behavioral strategies and plans using curriculum-based supports as well as the Pyramid Model and Positive Behavior Supports.
- Supports child screening and assessment process. Analyzes and evaluates data collected by teaching staff, developing reports to share outcomes with administration, governing bodies and stakeholders. Uses data to help teachers inform instruction.
- Coach teachers on the use of Performance-Based Assessments, including supporting quality assessment, interpretation of data and use of assessment data in planning.
- Administer structured program evaluation instruments (in assigned classrooms) in the fall-winter to measure quality practices in classrooms (e.g., in Preschool:
- Use performance-based assessment data and results of structured classroom observations to determine and support a high level of curriculum implementation. Plan specific goals and training opportunities, including, but not limited to, modeling classroom practices and lessons, facilitating PLC meetings, and planning and implementing workshops, to improve weak areas identified from structured observation instruments (aggregated data), curriculum observation instruments, performance-based assessment results, district evaluation data, and other information
- Confer with appropriate supervisors to coordinate, articulate, and provide professional development for all staff in their area of coaching.
- 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 your own professional development needs, attend workshops, read research articles, consult with others, etc.
- Conduct assessments to identify preschool-aged children who may require additional support or intervention in areas such as language development, behavior management, or academic skills.
- Collaborate with teachers, parents, and other professionals to develop individualized support plans for children identified as needing intervention. Monitor progress and adjust plans as needed.
- Connect families with community resources and services to address the diverse needs of children requiring intervention, including speech therapy, counseling, or developmental screenings.
- Maintain accurate records of assessment results, intervention plans, and progress monitoring data. Use data to track outcomes and inform decision-making about ongoing support and services.
- Stay informed about best practices and evidence-based interventions in early childhood education and intervention services. Participate in professional development opportunities to enhance skills and knowledge.
- Collaborate with preschool staff, administrators, and outside agencies to advocate for the needs of children requiring intervention. Serve as a liaison between families and service providers to ensure seamless communication and coordination of services.
Support:
- Community and Parent Involvement Specialist (CPIS) or Parent Liaison is a district position that oversees the district's family services. The CPIS is responsible for facilitating the community needs assessment, staffing the Early Childhood Education Advisory Council, organizing family involvement plans and activities, and coordinating work with other school district professionals and community agencies and providers.
- Preschool Intervention and Referral Team (PIRT) is in place to assist preschool staff in addressing children's persistent challenging behaviors. Through the development and implementation of an intervention plan and positive behavior support plan (PBS), teachers are given strategies and interventions that address a variety of persistent challenging behaviors in young children (i.e., aggression and lack of socialization), behaviors that may otherwise prevent successful participation in general education classrooms.
- The primary role of the PIR T is to provide support and suggested interventions to teachers so that all children can succeed within the general education classroom.
- PIR T members should have knowledge and training in early childhood education, child development, the district chosen curriculum, and the four levels of the Pyramid Model and Positive Behavior Supports (Fox, Jack, & Broyles, 2005).
- Confer regularly with the intervention and referral team to discuss how to support teachers and parents with children who have challenging behaviors.
- Confer regularly with the appropriate administrators to plan for smooth transitions for children and assist in planning parent involvement activities
- (e.g., ensuring that the results of the performance-based assessment along with other information about the students are shared with appropriate staff, planning parent workshops together, planning visits to classrooms).
- Provide assistance to district and provider administrators to discuss curriculum goals, professional development, performance-based assessment, structured observation visits, etc.
- Preschool Instructional Coaches with specific expertise (e.g., inclusion, bilingual education, mathematics, literacy) should provide consultation to other teachers.
- Perform additional duties as assigned that are directly related to their area of classroom improvement.
Reports to:
Early Childhood Supervisor
HOW TO APPLY
The Secaucus Board of Education only accepts electronic applications.
Please apply online at www.sboe.org.
OPENING DATE: March 22, 2024
CLOSING DATE: April 5, 2024
THE SECAUCUS BOARD OF EDUCATION IS AN
EQUAL OPPORTUNITY/AFFIRMATIVE ACTION EMPLOYER
Board approved March 20, 2024
Attachment(s):
- Preschool Instructional Coach/Preschool Intervention & Referral Specialist (Preschool Expansion Aid funded)
