District Early Childhood Facilitator

TITLE:   District Early Childhood Facilitator                                                                                                           Status: Exempt                 

REPORTS TO: Assistant Superintendent of Student Engagement                                                              Date Revised 2/26

Duty Days: 207

Job Description: The Early Childhood Facilitator is responsible for partnering with the district Teaching, Learning, and Leading Team and school administration as a data coach, instructional specialist, learning facilitator, instructional coach, and catalyst for change. The instructional facilitator will play a key role in enhancing student learning by supporting instructional effectiveness through facilitation of teacher collaboration; individual coaching; professional development planning, facilitation, and assessment of programs; strategic reform planning and leadership; and fidelity of curriculum implementation as developed by the Curriculum and Instruction team. 

Job Qualifications: Bachelor's Degree (master's preferred) from an accredited university 

Valid teaching certificate in EC-4 / EC-6 Elementary Generalist

       Valid Bilingual or ESL certification

Required Experience:      

Three to five years teaching experience in early childhood classroom settings (PreK3 – 2nd grades); 

Campus administration experience preferred;

Demonstrated success with coaching, modeling, and collaborating with early childhood teachers;

Experience designing and facilitating early childhood professional learning experiences including data driven practices, positive learning environments, and Tier 1 best practices;

Demonstrated success with culturally responsive teaching practices;

Advanced training in digital classroom tools;

Instructional coaching; 

Professional learning communities (preferred). 

Essential Duties and Responsibilities:  

1. Develop and support teacher leadership of collaborative groups and professional learning communities that use summative, interim, and formative data.
2. Ability to improve teaching through a variety of methods, i.e., coaching, monitoring data, focused dialogue, collaborative planning, action plan implementation and providing professional learning experiences based on district and campus level expectations. 
3. Provide research-based support to individual teachers in areas such as instructional strategies and materials, classroom climate and organization, behavior management, and professional growth and development to ensure that instruction meets student needs, grade level content standards, and best practices.
4. Provide targeted feedback to teachers regarding classroom instruction and student achievement.
5. Plan, demonstrate, co-teach, and coach classroom teachers as well as developing and supporting teacher leadership of collaborative groups and professional learning communities that use summative, interim, and formative data to inform instruction.
6. Demonstrate knowledge of developmentally appropriate instructional strategies and student learning styles related to the unique learning needs of all students including those of special populations.
7. Demonstrate knowledge and skills in the use of technology as a resource tool for accessing and analyzing data for determining appropriate interventions and support to campuses.
8. Encourage and support the implementation of technology and innovative strategies in the classroom.
9. Assist teachers in disaggregating and analyzing data in order to develop intentional curriculum-based assessments including the development and use of formative assessments to improve student learning.
10. Work with the district level coordinator and campus administration identify campus areas of growth in early childhood reading/language arts and mathematics.
11. Support teachers with differentiation trends and areas of growth early childhood instructional and pedagogical practices.
12. Maintain effective written and oral communication in order to build and maintain positive working relationships at the district and campus level.
13. Monitor specific action plans, programs, and initiatives and develop status reports at the district and campus level.
14. Assist with district and campus level professional learning activities based on data and research based best practices.
15. Attend district provided or facilitated professional learning opportunities, including evenings and weekends as needed.
16. Maintain professional development in content area, knowledge and expertise, identify current trends by attending conferences, workshops, and reading current literature.
17. Collaborate with coordinators and facilitators to implement the use of vertical and horizontal instructional planning and meetings among grade-levels and/or departments with teachers.
18. Collaborate with campus staff to facilitate systemic change and sustainability of district initiatives.
19. Conduct teacher observations and/or walk-throughs and provide feedback that facilitates teacher reflection and growth.
20. Perform all duties relating to the Title I, Part A grant at 100%. 

Mental Demands/Physical Demands/Environmental Factors 

Tools/Equipment Used: Standard office equipment including personal computer and peripherals Posture: Prolonged sitting; occasional bending/stooping, pushing/pulling, and twisting 

Motion: Repetitive hand motions, frequent keyboarding and use of mouse; occasional reaching 

Lifting: Occasional light lifting and carrying (less than 15 pounds) 

Environment: Frequent districtwide travel; occasional statewide travel 

Mental Demands: Work with frequent interruptions; maintain emotional control under stress 

Position Length

A Charter Schools may renew this position annually or may, at its discretion, discontinue the position at any time.