Description:
EMBRACING ABILITIES. EXPANDING POSSIBILITIES.
At Easterseals of Chicagoland and Greater Rockford, we are committed to two – often interconnecting - pillars of work……early learning and disability. Through these pillars, we transform the lives of early learners and individuals of all abilities through access to expert educational, family, and community support. As an affiliate of America’s largest nonprofit health care organization, we have proudly served the communities and families of Chicagoland and Greater Rockford since 1936.
For more information about our organization, please visit us online at www.eastersealschicago.org.
Under the direction of the Education Manager, the Teacher Coordinator supports Early Learning Services throughout Chicago and surrounding suburbs by providing direct supervision and support to both Traveling Teachers and PFA Teachers within the ELS program. This position ensures consistent, high-quality education services through regular supervision, coaching, training, and collaboration with Center Directors, site staff, and the leadership team. The Teacher Coordinator plays a critical role in fostering teacher growth, facilitating strong site partnerships, and supporting the integration of program policies, classroom routines, and individualized student needs.
In partnership with Center Directors and instructional leaders, the Teacher Coordinator fosters strong communication, collaboration, and alignment across sites to ensure smooth teacher assignments, onboarding, and integration into new environments. This role also plays a vital part in building staff capacity, strengthening curriculum implementation, and promoting inclusive practices that support children of all abilities.
This position is headquartered at Easterseals Chicago Location at 1939 W 13th Street, Chicago, IL 60608.
MAJOR FUNCTIONS/ACCOUNTABILITIES:
Supervision & Staff Development
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Provide direct supervision to Traveling Teachers and PFA Teachers, including regular supervision meetings, performance feedback, annual appraisals, and development of professional growth plans.
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Conduct regular classroom observations of Traveling and PFA Teachers, offering timely feedback and direct coaching to support instructional quality and classroom management.
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Lead the interviewing, onboarding, and training process for new Traveling Teachers and PFA Teachers.
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Facilitate facility/site onboarding for Traveling Teachers in partnership with site directors, including review of policies, procedures, classroom routines and schedules, medication needs, and individual student support.
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Develop and deliver ongoing professional development sessions to strengthen instructional practice, curriculum implementation, and child engagement strategies.
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Identify training needs through observations, staff feedback, and program data, and create targeted learning opportunities to address those needs.
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Support staff with the development of their Professional Development Plans and follow up to ensure teachers have support with growth in classroom management, lesson planning, and inclusive practices.
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Support staff in pursuing required credentials or certifications by connecting them to resources and monitoring progress toward completion.
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Facilitate peer learning opportunities, such as mentoring, modeling lessons, or small group workshops, to build collaboration and shared best practices.
Collaboration & Communication
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Maintain regular weekly check-ins with Center Directors where Traveling Teachers are assigned, ensuring consistent communication, collaboration, and alignment of expectations.
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Conduct a minimum of one check-in per month with Center Directors for sites where a PFA Teacher is permanently assigned to support supervision and collaboration.
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Foster open and consistent communication among teachers, Center Directors, instructional coaches, and the leadership team to ensure integration of education, health, and family support services.
Program Implementation & Support
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Schedule and assign Traveling Teacher placements and complete teacher agreement meetings.
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Monitor quality of classroom practices and support teachers with implementation of curriculum, individualized instruction, and accommodations for children with disabilities.
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Partner with Instructional Coordinators to support PFA Teachers with professional development, classroom strategies, and building collaborative relationships with the Family and Health Services team.
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Participate in program planning, data review, and analysis of child outcomes with the leadership team, using information to guide planning and decision-making.
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Support active supervision practices to ensure the safety of all children, maintaining vigilance to prevent any child from being left alone or unsupervised.
Administrative & Team Responsibilities
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Ensure timely and accurate entry of education and disability-related data into ChildPlus and Teaching Strategies GOLD, including developmental screenings, referrals, disability status, observations, and assessments.
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Facilitate and/or participate in content area, team, and director meetings as assigned.
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Prepare reports on classroom activities, including attendance and program updates.
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Travel to partner site locations as needed.
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Perform other duties as assigned to support program quality and compliance.
Requirements:
Education/Certification:
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Bachelor’s Degree in Early Childhood Education or Child Development, or in another field with at least 30 semester credit hours in ECE required.
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Professional Educator License (PEL) with Early Childhood Education endorsement.
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Gateways Level 5 ECE Credential
Experience Requirements:
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3-5 years of early childhood classroom experience.
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1-2 years of supervising (preferred)
Required Knowledge:
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Microsoft Office Suite or related software, including Microsoft Teams.
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Creative Curriculum and Teaching Strategies GOLD.
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Head Start Performance Standards.
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ISBE/PFA
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1 year of experience in serving culturally and linguistically diverse children in early childhood settings.
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First Aid/CPR certifications within 90 days of hire.
Vehicle/Transportation Requirements:
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Valid driver’s license
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Auto insurance
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Reliable vehicle
Skills/Abilities:
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Strong Organizational and Time-Management Skills – Demonstrated ability to manage multiple priorities, meet deadlines, and adapt quickly in a fast-paced, high-stress environment while maintaining attention to detail.
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Interpersonal and Relationship-Building Skills – Skilled at interacting with and supporting individuals from diverse backgrounds, including teachers, families, site directors, and community partners; able to foster trust, respect, and collaboration.
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Problem-Solving and Critical Thinking – Able to identify challenges, analyze data and observations, and implement practical solutions that support children’s learning, staff development, and program quality.
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Effective Communication – Strong written and verbal communication skills to provide clear guidance, feedback, coaching, and documentation, while also listening actively to staff and families.
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Technical Proficiency – Comfortable using technology to complete program requirements, including data entry and reporting; proficiency in Microsoft Office Suite (Word, Excel, Outlook, PowerPoint) and willingness to learn program-specific software such as ChildPlus and Teaching Strategies GOLD.
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Commitment to Continuous Learning – Completion of a minimum of 15 hours of professional development each year, with a demonstrated willingness to grow professionally and keep current with early childhood education best practices.
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Flexibility and Adaptability – Willingness to work flexible hours and adjust to the needs of families, staff, and sites, including occasional evening or weekend responsibilities as program needs arise.
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Leadership and Coaching Skills – Ability to provide constructive feedback, mentor teachers, and promote a positive, growth-oriented culture among staff.
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Cultural Competency – Sensitivity to and respect for cultural, linguistic, and socio-economic diversity, with the ability to model inclusive and equitable practices.
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Team Collaboration – Demonstrated ability to work effectively as part of a leadership team, partnering with site directors, instructional coaches, and service staff to achieve shared program goals.
ADA: Easterseals will make reasonable accommodations in compliance with the Americans with Disability Act of 1990. Unless exempted by the Americans with Disabilities Act, all persons hired for this position are required to possess the ability to perform the physical tasks necessary to treat clients, i.e., bending, floor-sitting, etc., as well as to have the ability to lift up to 50 pounds frequently.
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