Assistant Area Director - Aurora, CO

Description The Assistant Area Director (AAD) is the connective force between field-level site leadership and the strategic oversight of the Area Director. Operating in a full-time capacity at 38 hours per week, the AAD is an active, daily presence across their assigned territory — not a desk-bound administrator, but a hands‑on quality champion embedded in the work. The AAD's primary mission is ensuring that every program site within the territory delivers consistently high‑quality, developmentally sound experiences for youth — including students with unique needs who require additional attention, differentiation, and support. The AAD is equally accountable for protecting the organization's state licensing infrastructure, leading compliance audits, and ensuring that every site is audit‑ready at all times. While the AAD maintains the capacity to step into ratio coverage when operationally necessary, this is not a default expectation of the role. The AAD's highest value is delivered through instructional coaching, quality assurance, licensing oversight, and building the leadership capacity of Head Coaches across the territory.

MISSION‑CRITICAL LEADERSHIP PILLARS

Program Quality & Instructional Coaching: The AAD is the primary quality evaluator and instructional coach for Head Coaches across all sites. They do not audit from a clipboard — they observe, model, debrief, and develop. Their feedback is immediate, specific, and actionable, resulting in measurable improvement in daily program delivery and youth outcomes. Inclusive Practice & Support for Students with Unique Needs: The AAD leads the territory's approach to serving students with diverse needs — including behavioral, developmental, social‑emotional, and academic challenges. They coach site teams in evidence‑informed differentiation strategies, individual support planning, and family communication, ensuring that every child is meaningfully included and supported. Licensing Fidelity & Compliance Assurance: The AAD serves as the territory's compliance expert. They conduct systematic, proactive licensing audits across all sites, identify documentation gaps, and partner with Head Coaches to remediate deficiencies before state inspections. They stay fluent in evolving state childcare licensing requirements and translate regulatory mandates into site‑level operational practices. Ratio Coverage & Operational Continuity: The AAD provides targeted, non‑routine ratio support at sites experiencing staff shortages or acute operational challenges. This function ensures program safety and continuity without requiring the AAD to serve as a permanent staff backfill — their field time remains primarily dedicated to quality and compliance work.

TERRITORIAL ETHOS & WORK CULTURE

R — Relationships First: The AAD models unconditional positive regard in all professional interactions, coaching site teams to prioritize deep, supportive bonds with youth and families — especially those who are hardest to reach, including students with unique social‑emotional needs. E — Environment by Design: The AAD holds site teams to immaculate environmental standards and ensures that physical spaces are intentionally organized, staged, and designed to meet the needs of all students, including those who require predictable, low‑stimulation, or sensory‑conscious environments. A — Activate Belonging: The AAD fosters a territory‑wide culture of recognition and inclusion. They coach site teams to acknowledge specific, observable character traits in students — ensuring that recognition practices are personalized, equitable, and especially visible for students who may otherwise be overlooked. C — Consistency Creates Safety: The AAD ensures absolute operational predictability across their territory. They coach Head Coaches on adult self‑regulation and help site teams establish the structural consistency that allows all students — including those with anxiety, trauma histories, or behavioral differences — to feel genuinely safe. H — Have Purpose in Everything: The AAD eliminates compliance‑driven management. They communicate the developmental "why" behind every quality standard, licensing requirement, and program expectation, ensuring their teams understand the purpose behind their work.

KEY RESPONSIBILITIES & FIELD OPERATIONS

Program Quality & Instructional Coaching Conduct Systematic Quality Observations: Maintain a consistent field presence across all assigned sites during active operational windows. Complete structured, written program quality observations using organizational evaluation tools, generating specific, documented coaching feedback for each Head Coach. Deliver Real‑Time Coaching & Modeling: Step alongside Head Coaches and site staff during program delivery to model youth engagement strategies, behavior guidance techniques, activity facilitation, and transition management. Debrief coaching sessions with clear performance expectations and timelines. Lead Quality Improvement Plans: Identify sites or individual staff members requiring targeted growth support. Develop and monitor structured improvement plans in partnership with the Area Director, tracking progress against measurable benchmarks. Facilitate Regional Professional Development: Co‑lead or lead cohort‑level professional development sessions, peer learning experiences, and team alignments for Head Coaches focused on instructional quality, youth development best practices, and organizational culture. Inclusive Practice & Support for Students with Unique Needs Lead Differentiated Support Planning: Partner with Head Coaches, families, and school‑day staff to identify students requiring individualized support strategies. Develop and monitor site‑level support plans that are practical, strength‑based, and developmentally informed. Coach Inclusive Facilitation Techniques: Build site team capacity in proactive behavior guidance, de‑escalation strategies, sensory‑responsive environments, and trauma‑informed communication. Model inclusive facilitation techniques directly with youth in the program setting. Coordinate High‑Need Family Communications: Serve as the AAD‑level point of escalation for complex family concerns related to student behavior, inclusion, or developmental needs. Partner with the Area Director to ensure responses are professional, timely, and solution‑focused. Track & Communicate Student Support Outcomes: Maintain accurate records of student support plans, intervention efforts, and family communications. Report relevant trends and outcomes to the Area Director to inform territory‑wide strategies. Licensing, Compliance & Audit Leadership Conduct Proactive Licensing Audits: Perform thorough, scheduled and unannounced internal audits of all sites within the territory. Evaluate compliance across child records, staff files, health and safety documentation, ratio logs, incident reports, and facility standards. Maintain Audit Readiness Infrastructure: Ensure that all sites maintain flawless, continuously updated licensing binders, emergency cards, staff credentialing files, and attendance documentation at all times — prepared for unannounced state inspections without advance notice. Monitor Staff Credentialing & Training Compliance: Track required staff certifications, clock‑hour training verifications, CPR/First Aid renewals, and state‑specific educational minimums across all portfolio sites. Proactively identify and resolve credentialing gaps before they create licensing risk. Translate Regulatory Updates into Site Practice: Monitor changes to state childcare licensing regulations, Department of Health or Department of Early Learning mandates, and local fire or health codes. Translate regulatory updates into clear operational protocols for Head Coaches. Support Area Director in Incident Escalation: Serve as a secondary escalation resource for behavior incidents, medical emergencies, or safety concerns. Ensure incident documentation is completed accurately and that corrective actions are implemented and followed up. Ratio Coverage & Operational Continuity Provide Non‑Routine Ratio Support: Step into direct ratio coverage at sites when staff shortages, emergencies, or acute operational needs require immediate program continuity support. This function is situational and exception‑based, not a regular daily expectation. Support Site Stability During Transitions: Provide increased field support at sites navigating staff turnover, new Head Coach transitions, or periods of programmatic instability — ensuring quality and safety are maintained while longer‑term solutions are implemented. Stakeholder Relations & School Partnerships Support District & Principal Relationships: Accompany or represent the Area Director in school‑level partnership meetings. Build professional relationships with principals, facilities staff, and school administrators to support program continuity and space access. Respond to Escalated Communications: Handle AAD‑level escalations from families or school partners within 24 hours, providing professional, solutions‑oriented responses that protect the organization's reputation and relationships.

POSITION QUALIFICATIONS & DISPOSITIONS

Core Dispositions: A passionate advocate for youth quality and equity; a precise, compliance‑oriented operator; a patient and skilled instructional coach; and a calm, regulated professional under pressure. The AAD thrives in a field‑based role, is comfortable with ambiguity, and brings both high standards and genuine warmth to every coaching interaction. Education & Experience Preferred Path: Bachelor's degree in education, child development, human services, social work, psychology, or a related field, combined with a minimum of 2 years of experience in youth program delivery, instructional coaching, or site‑level leadership in a licensed childcare or school‑based setting. Alternative Experience Path: An associate degree or equivalent postsecondary coursework (minimum 60 semester credits) in education, child development, or human services, PLUS a minimum of 3 years of verifiable, progressively responsible experience in licensed childcare, after‑school program leadership, or school‑based youth development. In all cases, candidates must meet or exceed state licensing qualifications for a Site Supervisor, Director, or equivalent role in their operating jurisdiction. Key Skills Strong verbal and written communication across diverse audiences — youth, families, site staff, school administrators, and organizational leadership. Deep knowledge of or strong aptitude for learning state childcare licensing regulations, compliance documentation, and audit practices. Demonstrated experience supporting students with diverse behavioral, developmental, or social‑emotional needs in a structured program setting. Proficiency with Microsoft platforms, payroll and scheduling tools, and digital audit or program management applications. Strong organizational skills, attention to documentation detail, and the ability to manage multiple site priorities simultaneously. Certifications CPR/First Aid and Medication Administration certification required. Knowledge of state childcare licensing requirements; willingness to pursue required administrative credentials as applicable to operating jurisdiction.

PHYSICAL & ENVIRONMENTAL REQUIREMENTS

Ability to travel independently and frequently to multiple school‑based program sites across the assigned territory on a daily basis. Ability to actively walk, stand, and move through dynamic school environments (gymnasiums, cafeterias, playgrounds, classrooms) during multi‑hour site visits and program coverage windows. Ability to occasionally lift and transport programmatic supply bins, safety materials, or field resources weighing up to 25–30 lbs. Visual and auditory acuity sufficient to evaluate site safety, observe staff engagement, assess environmental compliance, and maintain situational awareness in loud, fast‑paced environments.

REQUISITE LEGAL & COMPLIANCE INFRASTRUCTURE

Employment remains strictly contingent upon the successful completion of a comprehensive state and federal background check infrastructure, including FBI fingerprinting, a National Sex Offender Registry verification, and localized child abuse record clearances. Where mandated by state licensing or municipal code, candidates must successfully clear a physical health assessment, tuberculosis (TB) screening, and pass comprehensive, multi‑panel drug screenings. Equal Employment Opportunity (EEO) & Accommodations Innovation Learning is an Equal Opportunity Employer. We evaluate all qualified applicants without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, age, protected veteran status, disability status, or any other legally protected class. In compliance with the Americans with Disabilities Act (ADA), Innovation Learning provides reasonable accommodations to enable qualified individuals with disabilities to perform essential occupational functions. State‑Specific Regulatory Addenda Notice Staff unit requirements (ECE/Child Development coursework), Site Supervisor or Director qualifications, and annual training clock‑hour verifications. Local Department of Health, Department of Human Services, or Department of Early Learning mandates regarding background registries, educational minimums, administrative credentials, and specialized certifications. Portfolio‑wide compliance with multi‑site childcare licensing notification pipelines and administrative documentation standards. #J-18808-Ljbffr Innovation Learning Ltd.