Preschool Instructional Coach/Preschool Intervention and Referral Specialist for the 2025-2026 School Year

Title:     PRESCHOOL INSTRUCTIONAL COACH/PRESCHOOL INTERVENTION & REFERRAL SPECIALIST
 
Qualifications:
Certification/License

• P-3 New Jersey Teacher Certification
• NJ State Certification in special education preferred

 
Education:

• Bachelors from an accredited college or university
• Graduate degree in early childhood education with an emphasis on early literacy and/or early mathematics; and/or a graduate degree in educational supervision and/or leadership

 
Knowledge, skills and abilities:

• Knowledge of current teaching methods and educational pedagogy, as well as differentiates instruction based upon student learning styles
• Knowledge of school curriculum and concepts
• 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
• Ability to organize and coordinate work
• 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 three years teaching experience in general education in a preschool program
• Experience in implementing developmentally appropriate preschool curricula
• Experience with a range of appropriate early childhood assessments, including performance-based and classroom-quality assessment instruments
• Experience providing professional development to classroom teachers
• Preschool Professional Development Fellow status

 
Reports To:         Assistant Principal/Early Childhood Supervisor
 
Purpose:  The Preschool Instructional Coach ensures a coordinated, comprehensive approach to high quality preschool through a sustained, embedded reflective model of professional development focused on teaching and learning
 
Performance Responsibilities:

• Visit classrooms on a regular basis to coach and provide feedback to teachers to support high quality teaching practices using the reflective cycle
• Provide feedback directly to teaching staff based on the reflective cycle plan and model exemplary practices and regularly meet with the early childhood supervisors, program directors or principals; recordkeeping, including use of the reflective cycle should be maintained during these visits
• Coach teachers on the use of performance-based assessments including supporting quality assessment practices, interpretation of data and the use of assessment data in planning
• Administer structured program evaluation instruments to measure quality practices in preschool classrooms; examples of program evaluation instruments include curriculum implementation fidelity tools, Early Childhood Environment Ratings Scale – Third Edition (ECERS-3), supports for Early Literacy Assessment (SELA) and the Preschool Classroom Mathematics Inventory (PCMI)
• Use performance-based assessment data and results of structured classroom observations to determine and support a high-quality curriculum implementation, plan specific goals, and create training opportunities
• Model developmentally appropriate classroom practices and lessons, facilitate PLC meetings, and plan and implement workshops to strengthen areas of needed improvement identified from structured observation instruments (aggregated data), curriculum observation instruments, performance-based assessment results, district evaluation data and other information
• Plan and provide professional development experiences for classroom teachers that align with the NJ Preschool Teaching and Learning Standards, the school district’s Department of Education (DOE) approved curriculum, the district’s DOE approved professional development plan and classroom-quality assessment data.  Professional development should be presented in a variety of participant settings, ranging from small groups to cohorts to entire staff
• Confer with early childhood supervisor to coordinate, articulate and provide professional development for all staff
• Provide individualized follow-up support to the teacher’s level of development and plan small group meetings/trainings for teachers with similar needs
• Confer regularly with Preschool Intervention and Referral Specialist (PIRS)
• Confer regularly with the Community Parent Involvement Specialist (CPIS) and other relevant school/district personnel to plan for smooth transitions for children entering preschool through grade tree programs
• Assist the Community Parent Involvement Specialist (CPIS) in planning involvement activities (e.g., ensuring that the results of the performance-based assessment along with other information about the preschoolers are shared with kindergarten staff, planning parent workshops together, planning visits to kindergarten classrooms
• Provide technical assistance to district and provider administrators to discuss curriculum goals, professional development, performance-based assessment structured observation visits, etc.
• Support transition activities programs and services between and among preschool through grade three programs
• Perform additional duties as assigned that are directly related to early childhood classroom improvement
• Develops and administers school elementary curriculum consistent with school district goals and objectives
• Promotes a classroom environment that is safe and conducive to individualized and small group instruction, and student learning
• Develops lesson plans and instructional materials and translates lesson plans into learning experiences so as to best utilize the available time for instruction
• Continues to acquire professional knowledge and learn of current developments in the educational field by attending seminars, workshops or professional meetings, or by conducting research.
• Ensures that student conduct conforms to the school's standards and school district policies, and establishes and maintains standards of pupil behavior needed to achieve a functional learning atmosphere in the classroom.
• Coordinates with other early elementary professional staff members, especially within grade level, to evaluate and assess curriculum, and participates in faculty meetings and committees.
• Selects and requisitions appropriate books, instructional aides and other supplies and equipment and maintains inventory records.
• Supervises students in activities that take place out of the classroom during the school day, including activities involving school transportation.
• Administers standardized tests in accordance with District testing programs
• Uses appropriate and current instructional pedagogy and data to effect positive growth in all students

 
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.
 
Note: The above description is illustrative of tasks and responsibilities. It is not meant to be all inclusive of every task or responsibility.
 
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.
 
Note:  Qualified candidates/incumbents must be able to perform the essential duties and responsibilities with or without reasonable accommodations.  As required under the Americans with Disabilities Act (ADA), reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions or duties.  It is the responsibility of the incumbent in the position or the candidate once offered the position to inform the East Greenwich Superintendent of any and all reasonable accommodations that may be required.  Candidates who need accommodations to complete the application process must inform the Superintendent of their need.
 
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.