Instructional Coach

ORGANIZATIONAL OVERVIEW

National Children’s Center, Inc. is a nonprofit organization that is one of the region’s largest non-governmental providers of services for individuals with developmental disabilities, offering an array of services to infants, toddlers, preschoolers, and adults in the Washington metropolitan area. Our mission is to provide a lifetime of opportunities for people with intellectual and developmental disabilities.

POSITION OVERVIEW

The Instructional Coach facilitates full and effective implementation of NCC’s Core Features and evidence-based instructional practices by providing the Education staff with instructional leadership through design, delivery, and coordination of intensive professional development, and facilitation of interdisciplinary collaboration. Outcomes of the Instructional Coach’s work include exemplary early learning classroom quality, teacher-child interactions, and retention of staff.

REPORTING RELATIONSHIPS

• Instructional Coach reports directly to the School Director
• Classroom Teachers, Floater/Substitute Teachers, and appropriate consultants, volunteers, student teachers and interns are supported by the Instructional Coach

Major Responsibilities AND KEY TASKS

PROFESSIONAL DEVELOPMENT

Leads the design, implementation and coordination of intensive staff development to build and enhance core competencies of the Education staff, specifically:

• Reflective Supervision - Provides Classroom Teachers with a predictable schedule of reflective supervision to support, develop, and evaluate their performance through a process of inquiry that encourages their understanding and articulation of the rationale for their own practices;
• Coaching – Implements with Classroom Teachers a predictable schedule of coaching to support their implementation of core competencies and evidence-based instructional practices through a cyclical process of observation, reflection, and action;
• Lesson Study – Facilitates or coordinates a predictable schedule of the “lesson study” strategy to solve practical implementation dilemmas related to curriculum and instruction through participation with other professionals in systematically examining practice; and
• Reflective Practice Groups/Communities of Practice – Facilitates or coordinates reflective practice groups comprised of staff sharing the same role to improve professional practice through shared inquiry, reflection, and learning

EDUCATION PROGRAMMING

Leads and coordinates the School’s education program for children ages birth to three, including implementation of the following core features and evidence-based practices:

• Primary care-giving and continuity of care;
• Development of high quality curriculum, including standards, expectations, formative assessment, instructional planning and alignment of all across classrooms;
• Responsive, intentional, and developmentally appropriate implementation of curriculum and instruction to ensure children are provided with socially supportive, organized, and instructionally meaningful interactions that support their development (i.e., social-emotional, physical, cognitive, and language) and learning (i.e., literacy, math, science, technology, social studies, and arts); and
• Use of child screening, assessment and progress data to inform lesson planning, individualization, and the intensification of instruction in the areas of oral language, dual language and literacy development and skills; social-emotional and self-regulation development and skills; and numeracy and problem-solving skills

Interdisciplinary Work and Collaboration

Facilitates interdisciplinary collaboration among the education program/staff and other program areas/staff, including:

• Participating in the Research Program Partnership and processes of continuous quality improvement and, in conjunction with the Local Evaluation Partner, ensuring completion of child screenings and assessments and coordination of timely feedback to teaching teams;
• Collaborating with Family Engagement and the School Director by participating in efforts to engage and involve parents with the program, staff, child development and learning;
• Participating in incoming Child Reviews and, in conjunction with the Family Engagement staff, ensure action plans are followed and progress monitored;
• Collaborating with the clinical team or DSPs to facilitate completion of IFSP, planning, and implementation processes when warranted; and,
• Participating with the Family Engagement Staff to lead teams of Education, Family Engagement and other support staff (i.e., mental health, disabilities) to plan and implement targeted and intensive interventions for children displaying challenging behaviors.

Other

• Participates in the development of program policies and service delivery plans
• Ensures all assigned program area reports are completed and submitted on a timely basis
• Ensures all confidential information is protected
• Participates with the Human Resources Department to recruit and hire educational staff
• Attends all required meetings and trainings
• Performs other duties, as assigned, within the scope of the job description

EDUCATION AND EXPERIENCE REQUIREMENTS

• Bachelor’s or Master’s degree in Child Development (CD), Early Childhood Education (ECE) or in a related field
• At least five years of Early Childhood classroom experience
• At least one year of supervisory/coaching experience
• At least five years of 0-3 classroom and/or supervisory experience and a certification in infant toddler studies or other credential such as PITC Trainer

ADDITIONAL JOB REQUIREMENTS

• Clearance of background checks as required by local, state and federal regulations
• Physical examination and diagnostic tests as required by local, state and federal regulations
• A bi-annual physical exam, drug screen and TB test are required as a condition of continual employment

REQUIRED SKILLS AND ABILITIES

• Knowledge of and ability to implement early childhood curriculum and developmentally appropriate practice for children and families ages birth to three
• Be able to remain abreast of developments in the child development field
• Demonstrate leadership abilities and the ability to utilize reflective supervision
• Knowledge of and ability to assess, analyze, and interpret Head Start Standards, state and local licensing requirements and the organization’s philosophy
• Ability to work as a cooperative and supportive member of an interdisciplinary team
• Ability to communicate and cooperate with diverse families, various professionals and community groups
• Ability and willingness to work in a program located in a high-risk, low-income community
• Ability to exercise discretion in handling confidential information and materials
• Intermediate knowledge of computer applications and the ability to learn and master computer technology/software programs as needed
• Ability to communicate and respond in a manner that consistently demonstrates respect and concern

COVID-19 Vaccination Information:

You are required to be FULLY vaccinated for COVID-19 prior to your first day of employment.

NCC is an Equal Opportunity Employer and all qualified applicants will receive consideration without regard to race, color, creed, religion, national origin, ethnicity, gender, age, marital status, sexual orientation, disability, veteran status, or any other legally protected status.