POSITION TITLE:
Child Development Coordinator
POSITION SUMMARY:
The Child Development Coordinator provides leadership, support, and coordination across early learning programs with a focus on curriculum education and implementation; social emotional education and practices; special education implementation and least restrictive environment (LRE); and collaboration and quality improvements. This role ensures and supports high-quality teaching practices, promotes continuous improvement, and supports staff in creating inclusive, developmentally appropriate, and relationship-centered environments for all children.
ESSENTIAL JOB FUNCTIONS:
Curriculum Education & Implementation
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Support implementation of research-based early childhood curricula aligned with state standards and Head Start Early Learning Outcomes Framework
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Monitor fidelity of curriculum use across classrooms and programs, through data analysis of curriculum fidelity instruments and child outcomes
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Analyze child outcome data and guide and support organizational improvements through CLASS/QCIT, and curriculum fidelity instruments
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Support integration of culturally responsive and developmentally appropriate practices through PD events and coaching
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Provide individualized supportive coaching to teams using reflective practices and evidence-based coaching models, as needed
Social-Emotional Education & Implementation
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Promote and support implementation of social-emotional principles across programs
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Coach staff in social-emotional development, self-regulation strategies, and relationship-building
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Model positive behavior guidance and supportive classroom practices
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Monitor fidelity of social emotional supports (HighScope/Conscious Discipline) and CD rubric in conjunction with building staff, ensuring appropriate training to teams
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Support creation of safe, supportive, and structured learning environments
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Provide training and resources aligned with trauma-informed care and emotional wellness
Special Education Support
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Lead process with building staff to support inclusive practices for children with disabilities, reviewing child data, referral process, MDTM and LEA referrals
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Assist teachers in implementing Individualized Education Programs (IEPs) and Individualized Family Service Plans (IFSPs)
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Provide guidance on differentiation and accommodations within the classroom (LRE)
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Support early identification and referral processes
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Promote inclusive environments that meet diverse developmental needs
Collaboration and Quality Improvement
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Work collaboratively with program leadership, teachers, coaches, and families
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Serve as a liaison between instructional teams and administration
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Participate in interdisciplinary team meetings and case discussions
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Maintain accurate documentation, reports, and records
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Ensure compliance with Head Start Program Performance Standards and regulations
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Support program monitoring, documentation, and readiness for audits/reviews
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Assist with implementation of family engagement, health, and education service requirements
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Collaborate with leadership to maintain high-quality program standards
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Participate in continuous quality improvement processes
QUALIFICATIONS:
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Bachelor’s degree in Early Childhood Education, Child Development, Special Education, or related field, required. (Master’s preferred)
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Minimum of 3–5 years of experience in early childhood settings, required
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Background in Conscious Discipline and Mental Health & Wellness, preferable
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Experience with Head Start/Early Head Start, preferable
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Background in coaching, mentoring, or instructional leadership, required
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Strong knowledge of early childhood curricula and assessment tools
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Understanding of Conscious Discipline or similar social-emotional frameworks
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Knowledge of special education laws, inclusion practices, and IEP/IFSP processes
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Familiarity with Head Start Program Performance Standards
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Excellent interpersonal, communication, and coaching skills
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Ability to analyze data and translate findings into actionable strategies
PHYSICAL REQUIREMENTS:
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this position. Reasonable accommodations may be made to enable individuals with disabilities to perform the functions. While performing the duties of this role, the employee is regularly required to speak and hear. Frequent use of hands and fingers is necessary to operate tools, objects, or controls. The position also requires the ability to stand, walk, sit, and reach with hands and arms. The employee must occasionally lift and/or move up to 50 pounds. The role involves physical activity both inside and outside the classroom, including but not limited to: sitting on the floor or in child-sized chairs, bending at the knees and waist, stooping, squatting, climbing stairs, engaging in physical outdoor play, and moving quickly to interact with children at their level. Specific vision requirements include close vision, distance vision, and the ability to adjust focus. The work environment typically has a low to moderate noise level.
WORK ENVIRONMENT:
Work is performed in a fast-paced office setting with frequent interruptions. Duties may require sitting and standing for long periods of time. Occasional need to drive a vehicle to other work locations.
