PreK Leader in Training

Job Description

Job Description

Who We Are

New Paradigm For Education (NPFE) is a non-profit Charter Management Organization (CMO) composed of educational practitioners, community advocates, and business leaders who have dedicated years of service to children. We specialize in maximizing student learning potential through proven education practices and managing all phases of school design, planning, and program implementation. NPFE is on a mission to ensure that all students in Michigan achieve at the highest levels, supporting educational transformation through increased student achievement, fiscal responsibility, and community support.

What You’ll Do

New Paradigm for Education is seeking a passionate and experienced Pre-K GSRP (Great Start Readiness Program) Leader in Training to lead our early childhood education program. The ideal candidate will oversee the implementation of a high-quality, developmentally appropriate curriculum and ensure compliance with state and federal guidelines. This role requires strong leadership skills, a commitment to early childhood education, and the ability to foster a nurturing and inclusive environment for both students and staff.

Grounded in proven curriculum, strong instructional practices, knowledge of adult learning, and a clear vision of educational excellence for all, school leaders make decisions, conduct difficult conversations, build strong teams, and operate with urgency and integrity at all times. All school leaders support and build upon NPFE’s academic vision and direction and work under the vision and direction of our Chief Academic Officer.

Job Requirements

• Required Education & Experience - A graduate degree in early childhood education or child development and five or more years of relevant job experience in early childhood education (such as working with young children in a group setting, program planning and implementation, program evaluation, staff supervision/development and program management).

• Knowledge of the Early Childhood Standards of Quality for Birth to Kindergarten (ECSQ).

• Knowledge of the GSRP requirements as outlined in the GSRP Implementation Manual.

• Knowledge of the State of Michigan Licensing Rules for Child Care Centers.

• Formal training in the selected approval developmental screener (ASQ-3), comprehensive curriculum, authentic child assessment, and Classroom Coach of the classroom supported. Formal training is defined by a certified trainer of the tool.

• Knowledge of the Essential Instructional Practice is Early Literacy: Prekindergarten and Essential Instructional Practices in Early Mathematics: Prekindergarten to Grade 5.

• Knowledge of alignment documents between curricula and the ECSQ

• Status as a Reliable Assessor/Certified Observer in Classroom Coach

• Demonstrated leadership and management skills, including experience in staff supervision and development.

• Strong communication and interpersonal skills, with the ability to build relationships with families, staff, and community partners.

• Passion for early childhood education and a commitment to fostering a positive learning environment.

Duties & Responsibilities

Instructional Leadership

• Provide exemplary leadership to all school community members to achieve outstanding academic performance and preparing each scholar for excelling to, through, and beyond college

• Develop and provide annual, data driven professional learning calendars for teaching teams

• Demonstrate a relentless commitment academic achievement and growing and developing scholars

• Develop and communicate NPFE school systems, culture, and vision, and build and implement a plan to achieve that vision

• Collect data to provide documented evidence of growth. Use data to inform decisions and model this practice for teachers and other instructional leaders

• Ensure implementation and consistency of the NPFE academic model and alignment to state and other rigorous standards

Leading, Coaching & Evaluating

• Conduct regular classroom visits and Classroom Coach, providing feedback and creating goals for the upcoming year and documenting coaching sessions.

• Manage and lead faculty and staff, including evaluations, retention, coaching and professional development, observations, communication, etc.

• Support teaching teams to create and implement a community, school, and classroom transition plan, which incorporates activities that support transitions into and out of GSRP and into kindergarten

• Support the recruitment of strong staff members

• Ensure that instructional staff are providing rigorous daily lessons grounded in our curriculum, tracking assignments and homework, and keeping accurate and up-to-date student grades and records

• Ensuring that non instructional staff are completing their duties and professional responsibilities with fidelity and professionalism

• Foster commitment among staff to the development and fulfillment of the NPFE vision and academic model

• Hold teachers accountable for meeting a high bar for student performance and meeting individualized student needs.

School Culture

• Implement all New Paradigm For Education norms (i.e. cultural, communication, behavioral, academic, leadership etc.) with fidelity

• Build a joyful and rigorous school culture

• Foster consistency in academic and behavioral expectations

• Collaborate with school staff to support students’ academic and socio-emotional development;

• Ensure that traditions and rituals that support the school’s college mission are built and maintained, grade by grade, year to year

Family Engagement

• Communicate regularly with families, ensuring they are kept involved with and held accountable for their children’s performance, and correspond about school policies, trips, and events

• Organize and ensure implementation of parent/community workshops and training around expectations, curriculum, student responsibilities, etc.

• Respond to family concerns promptly and effectively

Administrative Support

• Provide technical assistance and guidance to ensure adherence to GSRP requirements

• Support programs to access resources, including MiLeap sponsored professional learning, MiRegistry, Resource Centers, and Great State to Quality Rating System

• Share program evaluation reports

In addition to the detailed duties above, the Leader is responsible and will be evaluated around the six domains of the evaluation rubric - Instructional Leadership, School Culture, Family & Community Engagement, Operational Management, Leadership, and Data-Driven - as well as additional ancillary duties as needed or assigned

The Individual

While there is no single formula for a great school leader, our strongest educators do have a few characteristics in common. They are highly motivated and driven by results, extremely organized with an ability to balance deadlines and multiple workstreams, flexible and adaptable to ever changing student needs and work demands, and hold strong written and verbal communication skills. Above all, they possess an enduring belief in the endless potential of all scholars and are committed to going “above and beyond” in the name of student success.

If this sounds like you, apply TODAY to join the NPFE team!