(Subject to budget availability)
This position is a one-year position commencing September 2026
Early Childhood Instructional Coordinator-Teacher Assigned A
For Internal and External candidates
Central Based (Various Early Childhood Education Borough Offices) Travel to Early Childhood Programs Citywide in District Schools and Early Education Centers
- Minimum of three (3) years of satisfactory (or Advance rating equivalent), full time experience as appointed, licensed, tenured teacher and/or staff developer/teacher trainer of early childhood grades. Five (5) years or more is preferred.
- Permanent/Professional New York State Certification
- Supplemented by additional certification in Special Education and/or ELL/Bilingual preferred
- Early Childhood or Bilingual Early Childhood license (Birth – Grade 2 or Nursery – Grade 6); or
- Common Branches or Bilingual Common Branches license with a specialty in Early Childhood; or
- Students with Disabilities (Birth – Grade 2)
- Pre-K instruction is guided by the Prekindergarten Learning Standards (PKLS), which are derived from the New York State Next Generation Learning Standards. Candidates should demonstrate an understanding of developmentally appropriate standards-based curriculum and instruction, based on New York State PKLS and the Head Start Early Learning Outcomes Framework (ELOF)
- Demonstrated understanding and knowledge of how to create emotionally responsive classrooms
- Demonstrated knowledge of best practices in early childhood education (birth to grade three) curriculum and assessment models
- Demonstrated expertise in curriculum mapping and ability to vertically integrate and scaffold standards within early childhood grades (birth to grade three)
- Demonstrated ability to communicate effectively in writing and verbally in a timely manner with diverse audiences - teachers, school leaders, colleagues, and supervisors
- Demonstrated ability to have conversations about areas of strength and areas for growth; to be solutions-oriented, positive, reflective, and straightforward; with teachers, school leaders, colleagues, and supervisors
- Demonstrated ability to use rubrics as a means for measuring quality
- Demonstrated ability to use data to set goals and develop strategies to achieve those goals
- Proven ability to collaborate with, mentor, and coach classroom staff and school leadership, including teachers, assistant teachers, paraprofessionals, directors, and principals
- Proven expertise in planning and delivering professional development, in-person and virtually
- Commitment to continuous professional development to reflect a disposition to lifelong learning
- Self-starter with strong interpersonal skills and keen attention to detail
- Demonstrated orientation to achieving results and building collaborative relationships with colleagues on and across teams
- Candidates should be prepared to support both self-contained and integrated classroom settings, including those under the 4410 program structure
- Proven ability to be flexible in response to program needs
Instructional Coordinators support a variety of early childhood settings, and the following items apply to all DECE program types, including district schools, early childhood education centers, and home-based childcare programs:
- Instructional Coordinators collaborate with lead teachers, assistant teachers, paraprofessionals, and school leaders to support high-quality early childhood instruction including goal setting for quality improvement and strategic planning to reach those goals.
- Build and support relationships with school leaders to set goals for quality improvement and strategically plan to reach those goals
- Support teachers and school leaders in achieving quality improvement goals. This may include, but is not limited to:
- Conducting team meetings with early childhood staff to plan for instruction based on PKLS and ELOF standards
- Providing on-going support for the implementation of the Division of Early Childhood Education (DECE) approved curricula
- Supporting the ongoing assessment of students through the use of authentic assessment systems to inform instructional practice
- Assisting in the implementation of successful transition and continuity experiences for children, their families and staff as children move to subsequent grades
- Providing ongoing professional development to support the implementation of early childhood programs and assessments, including screening and progress monitoring
- Assisting teachers with embedding assessments into daily instructional activities focused on student outcomes and program quality
- Facilitating workshops, courses, and study groups for early childhood education (birth to grade three) staff
- Collaborating with teachers and school leaders to provide coaching and support to improve the quality of the Division of Early Childhood Education initiatives
- Use data to inform coaching strategies in collaboration with colleagues - collect, input, and analyze data using technology provided by DECE
- Read, evaluate and conduct site visits associated with the Request for Proposals process related to Pre-K for All and other DECE initiatives; serve as advisors for others serving in this role
- Review Pre-K for All program and related early childhood program budgets with the DECE Operations staff
- Conduct site visits with partner organizations as necessary to ensure that all program components are implemented appropriately
- Plan and facilitate professional development sessions in collaboration with other early childhood colleagues, including onsite, citywide, and virtual sessions
- Actively participate in DECE citywide professional learning
- Actively participate in borough/district office specific structures and initiatives (e.g. team meetings, cohort meetings)
8:00AM – 4:00PM Monday through Friday
As per UFT Collective Bargaining Agreement
As per UFT Collective Bargaining Agreement
Email resume and cover letter to [email protected] to apply
