Preschool Instructional Coach/Preschool Intervention Referral Specialist

PRESCHOOL INSTRUCTIONAL COACH/PRESCHOOL INTERVENTION REFERRAL SPECIALIST Benefits: Coverage Medical, Prescription, Dental. Compensation Program: Teachers Pension Annuity Fund. Qualifications P-3 New Jersey Standard Teacher Certification Minimum of three years of general education and preschool teaching experience Education Bachelors from an accredited college or university Graduate degree in early childhood education with an emphasis on early literacy and/or early mathematics; OR a graduate degree in educational supervision/leadership Knowledge, Skills and Abilities Experience with a range of appropriate early childhood assessments, including performance-based and classroom quality assessment instruments Knowledge of current teaching methods and educational pedagogy Experience implementing developmentally appropriate preschool curricula Knowledge of data information systems, data analysis and the formulation of action plans Knowledge of applicable federal and state laws regarding education and students Ability to use computer network system and software applications as needed Experience providing professional development to teachers Ability to communicate effectively with students and parents Ability to engage in self-evaluation with regard to performance and professional growth Ability to establish and maintain cooperative working relationships with others contacted in the course of work Must pass criminal background check and fingerprints, pre-employment drug screening and TB test Experience Minimum of three (3) years of successful teaching experience with a demonstrated strong background in preschool education Strong organizational, interpersonal, group leadership Strong communication skills Knowledge of current research and practices in preschool education Skill in evaluating and developing curriculum Possess strong technology skills Willingness to work in a collaborative environment Required criminal history review background check and proof of US citizenship or legal resident alien status Purpose The Preschool Instructional Coach/Preschool Intervention Referral Specialist provides and maintains high levels of quality by helping and supporting preschool teachers. The primary role is to visit classrooms and coach teachers using the reflective cycle. He/She assumes professional responsibility for providing learning experiences and supervision of assigned young students in a supportive and positive classroom climate in the early-childhood program that develops in each child the skills, attitudes, and knowledge to provide a good foundation for continued education following the approved curricula and directives of the schools. Performance Responsibilities Visit preschool classrooms on a regular basis to model, coach informally observe using structured observation instruments, such as ECERS-3 and TPOT and provide feedback to teaching staff based on the reflective cycle to assist with the implementation of The Creative Curriculum for Preschool and Teaching Strategies GOLD Conduct regular classroom visits to observe, model, and provide feedback to make recommendations about appropriate strategies, classroom modifications, and the selection of adaptive material to address the needs of children with challenging behaviors or potential learning disabilities Provide staff development based on systematic classroom observations consistent with a classroom-quality assessment instrument Make recommendations to the Supervisor of Early Childhood to provide additional professional development as needed Ensure systematic early childhood program assessment occurs in the preschool program Ensure implementation of Teaching Strategies GOLD performance-based assessment tool is connected to the preschool curriculum Planning and implementation of family involvement programs Support transition activities, programs and services between and among preschool through grade three programs Consult with preschool classroom teachers to adapt and modify teaching practices to help preschool children meet the Preschool Teaching and Learning Standards Coordinate with school district Child Study Team members, when appropriate, to ensure seamless preschool programming Refer children, when all other efforts have failed to the child Study Team as set forth in NJAC 6A:14, Special Education Provide support to general education teachers to address the needs of children with challenging behaviors Provide support including written strategies for classroom staff, modeling strategies in the classroom when appropriate, providing professional development and providing consultation to classroom staff, parents, administrators Provide ongoing professional development on the use of the Pyramid Model for administrators, teacher assistants and teachers Support teachers in documenting children's social/emotional development using their performance-based assessment system Coordinate data from the developmental screenings and follow-up with children who score a re-screen and refer Facilitate the transition of all student referrals to other programs as necessary Establish a PIRS assistance protocol including a Request for Assistance (RFA) form Consult with necessary professionals as applicable Create and implement a PIRS intervention plan for each child with an RFA Conduct classroom visits as necessary to implement the PIRS intervention plan: these visits may include observations, providing feedback regarding the child or support plan, providing recommendations and modeling strategies when appropriate Modify and adapt the PIRS intervention plan as necessary throughout the year Evaluate the progress of the student and, if necessary, facilitate a written referral to the school district Child Study Team as set forth in N.J.A.C. 6A:14 For children with persistent challenging behavior, develop and implement the PIRS behavior support plan Conduct classroom observations using the Teaching Pyramid Observation Tool (TPOT) at least once per classroom year Promote strategies used to change behavior including teaching new skills, preventing the occurrence of challenging behavior and supporting the child in achieving meaningful, long-term outcomes Maintains appropriate data for all steps of PIRT/PIRS process including, but not limited to, practice-based coaching logs, data collections on TPOT, results for each assigned classroom, developmental screening results, schedules of meetings, teacher interventions, professional development, family interactions and assistance, PBS planning and implementation, referrals to special education, etc. Schedule and facilitate case review meetings, track PIRT Team caseloads and subsequent referrals to CST, and meet with families to obtain necessary support Works cooperatively with adults in the classrooms, establishing clear expectations for roles and responsibilities Ensures confidentiality of student information Establish high standards and expectations for young children for academic performance and responsibility for behavior Additional Duties Performs other related tasks as assigned by the Early Childhood Supervisor and/or Principal and other central office administrators as designated by the Superintendent. Evaluation In accordance with Teach for NJ. Physical and Mental Demands, Work Hazards Works in standard office and school building environments. The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The duties of this job are normally performed in the following manner: the employee is regularly required to stand and is regularly required to talk and to hear. The employee frequently is required to walk. The employee is occasionally required to sit; to use hand to finger, handle or feel; to reach with hands and arms; to stoop; kneel, crouch, or crawl. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, peripheral vision, and ability to adjust focus. Work Environment The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is occasionally exposed to outside weather conditions. The noise level in the work environment is usually moderate. Equipment Ability to use standard office equipment such as personal computers, printer, copy and fax machines, and telephone. Travel Travels to school district buildings and professional meetings as required. Terms of Employment In accordance with the Collective Bargaining Agreement. The East Greenwich Township School District is an Equal Opportunity Employment, Educational and Service Organization. #J-18808-Ljbffr Spectrum 360 A NJ Non Profit Corp.