Early Learning Coordinator

JOB DESCRIPTION

The Cathedral Preschool seeks an Early Learning Coordinator to be an exemplary classroom practitioner and a member of the administrative team. This leadership position is directly responsible to the Director for the supervision of the teaching and learning methodology, classroom management, and student assessment for our toddler and two year-old program.  Faculty members at the Cathedral Preschool, founded in 1970, are part of a collaborative and supportive faculty with a common goal of continuously improving a great school.

NATURE OF WORK

Work collaboratively with other staff to achieve high-quality, authentic, and intentional curriculum standards for our early learners. This position will have part-time duties in the classroom, and in administrative oversight.  Under the direction of the Director, the Early Learning Coordinator will train, observe, and guide the teachers to ensure a responsive, rigorous curriculum, and a safe, developmentally appropriate environment.  Additional responsibilities will include assessment and screening of children.  

GENERAL REQUIREMENTS

  • Model communication and compassionate problem-solving strategies and assist children as they learn to negotiate and manage conflict.

  • Utilize technology and strong writing skills to communicate with colleagues.

  • Develop and assist in facilitating parent programs and events.

  • Model high standards of professional, responsible, accountable, and ethical conduct.

  • Perform other duties as assigned or requested by the Director.

Instructional Coaching

  • Support the teams’ professional growth by providing direction, and coaching in the curriculum process through modeling and training in the classroom and in individual or team meetings to support teaching and learning needs.

  • Train teachers in documentation that includes the observation, implementation and documentation cycle, effectively demonstrating children’s learning through curriculum.

  • Create professional learning communities among teachers to encourage lesson planning that will support  provocations, observations, ideas, and interests of the students.

  • Consult and collaborate with faculty and staff to develop an understanding of each child’s unique individual needs, planning for differentiation.

  • Recognize teachers’ strengths and diplomatically identify areas for improvement, fostering a collaborative approach to address them

Student Assessment

  • Recognize potential indicators for learning difficulties and utilize psycho-educational evaluations to improve educational outcomes

  • Administer screening and standardized tests such as Peabody Picture Vocabulary Test (PPVT), Expressive Vocabulary Test (EVT), BEERY VMI, and Bayley Scales to identify potential learning challenges

  • Analyze standardized testing scores to understand individual performance and learning profiles

  • Along with the Director, communicate with parents concerning their child’s development and assessment data. 

Planning

  • Conduct ongoing curriculum review and updates based on evidence-based practices

  • Identify and address areas of the curriculum that require updating, developing action plans for implementation

  • Work closely with teachers and the Director in planning and maintaining developmentally appropriate environments (indoors and outdoors). Maintain areas designated for dissemination of staff and children’s work (i.e., hallways, bulletin boards, walls etc.).

The above statements are intended to describe the general nature and level of work being performed. They are not intended to be construed as an exhaustive list of all responsibilities, duties and skills required of personnel so classified.

MINIMUM QUALIFICATIONS/REQUIREMENTS

  • 5-10+ years of early childhood teaching or related pediatric therapy experience required

  • BA/BS degree in Speech Language Pathology, Special Education, Early Childhood Education or Child Development is required, Master’s degree preferred

  • Direct pediatric therapy experience in an SLP or OT capacity a plus (opportunities for private therapy clients after hours can be negotiated)

  • Highly developed organizational and leadership skills with experience managing, motivating, and supporting a team

  • Demonstrated computer competency

PHYSICAL DEMANDS 

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. Constantly required to sit, feel, use finger movement, speak clearly, hear conversation, and see near and far. Frequently required to stand and walk. Occasionally required to lift, carry and push up to 50 lbs., stoop, kneel, reach high and low, use depth perception.

HOURS 

8:30-1:30 pm Monday-Thursday; 8:30-12:30 pm Friday (twice per month staff meeting until 2:30 pm)

SALARY & BENEFITS

Salary is commensurate with education and experience and reflects a 25-hour work week from mid-August-May. Limited summer camp teaching positions are available during June and July.

APPLICATION PROCEDURES

Send cover letter, resume, and the names of three references to laurie.campbell@cpsatl.org. Only applicants with the minimum qualifications listed below will be considered.