PreK Coordinator

EDGECOMBE COUNTY SCHOOLS JOB DESCRIPTION

Job Title: Pre-K Coordinator

Nature of Work

Under general supervision, performs a variety of professional work to assist in the coordination of activities for the Pre-K Program. Promote synergy while providing assistance and support to teachers by acting as a liaison between classrooms, parents, and/or administrators.

Qualifications:

• Licensure in birth to kindergarten education, and/or Exceptional Children
• Prior successful work experience as classroom teacher, exceptional education teacher and/or birth to kindergarten teacher
• Demonstrated knowledge of special education laws and regulations
• Such alternatives or additional qualifications as the Board may find appropriate and acceptable

Essential Job Functions

• Must be physically able to operate a variety of automated office machines including computers, calculators, printers, copiers, etc. Must be able to exert up to 10 pounds of force occasionally and/or a negligible amount of force frequently or constantly to lift, carry, push, pull, or otherwise move objects. Work involves technical assistance in the classrooms and travel between schools and the Central Office.
• Requires the ability to compare and/or judge the readily observable, functional, structural, or composite characteristics of data, people, or things.
• Requires the ability to speak and/or signal people to convey or exchange information.
• Requires the ability to read correspondence, travel reports, checks, etc. Requires the ability to prepare correspondence, handbooks, electronic communications, etc. using proper format.
• Ability to apply common sense understanding to carry out instructions furnished in written or oral form to deal with problems involving several concrete variables in or from standardized situations.

Minimum Training and Experience

• BS in Birth to Kindergarten, Master's preferred, successful teaching experience in a Pre-K Program (minimum of 3 Years).

Reports to: Chief Human Resource Officer

Job Goal: To provide leadership and support to facilitate the effectiveness of the Pre-K programs which support schools’ success for all students. Additionally, working cooperatively to support a comprehensive Pre-K program.

Performance Responsibilities:

• Coordinate and implement Pre-K screening, eligibility and enrollment processes.
• Provide technical assistance with classroom learning environments and curriculum implementation which promote personal and academic growth for Pre-K students.
• Regularly visit all Pre-K classes and provide verbal and written feedback to the teachers, principals, director, and other necessary stakeholders.
• Monitor teachers' formative assessment reports pertaining to individual student growth and program accountability.
• Assist with planning, scheduling and implementing PLC/professional development opportunities for Pre-K staff members including LETRS sustainability.
• Provide behavior support to classroom teachers through the development of Universal Tier 1 Expectations, Protocols for Challenging Behaviors, and SEFEL/NCPPM implementation.
• Ensure compliance with all DCDEE, NC Pre-K, NC DPI, and Wilkes County Schools’ Board policies, regulations, and procedures.
• Give support and guidance to Pre-K staff and administrators undergoing the Star Rating child care licensure process as required by the Division of Child Development and Early Education.
• Facilitate transition of students to Pre-K and to kindergarten to ensure success and vertical alignment.
• Assist with updating and revising policies, handbooks, parent guides, and necessary communications for various stakeholders.
• Serve as a leader between the school system, NC Pre-K Committee and other agencies on areas related to Pre-K such as literacy.
• Keep informed of new legislation, research and trends related to pre-k by reading professional materials and attending DCDEE or NC DPI required meetings, webinars, and/or conferences.
• Devise and maintain records and reports necessary for the execution of the job.
• Responsible for other duties as assigned

MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED

TO PERFORM ESSENTIAL JOB FUNCTIONS

• Physical Requirements: Must be able to use a variety of equipment and classroom tools such as computers, copiers, typewriters, calculators, pencils, scissors, and equipment for children with special needs, etc. Must be able to exert a negligible amount of force frequently or constantly to lift, carry, push, pull or otherwise move objects. Due to amount of time spent standing and/or walking, physical requirements are consistent with those for Light Work.
• Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural, or composite characteristics (whether similar to or divergent from obvious standards) of data, people or things.
• Interpersonal Communication: Requires the ability to speak and/or signal people to convey or exchange information. Includes receiving instructions, assignments and/or directions from superiors.
• Language Ability: Requires the ability to read a variety of correspondence, reports, handbooks, forms, lists, etc. Requires the ability to prepare correspondence, simple reports, forms, instructional materials, etc., using prescribed format.

• 
  Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently in standard English.
• Numerical Aptitude: Requires the ability to utilize mathematical formulas; to add and subtract; and to utilize decimals and percentages.
• Form/Spatial Aptitude: Requires the ability to inspect items for proper length, width and shape.
• Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately in using office equipment.
• Manual Dexterity: Requires the ability to handle a variety of office machines, etc. Must have minimal levels of eye/hand/foot coordination.
• Color Discrimination: Requires the ability to differentiate between colors and shades of color.
• Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with persons acting under stress.
• Physical Communication: Requires the ability to talk and hear: (Talking: expressing or exchanging ideas by means of spoken words. Hearing: perceiving nature of sounds by ear). Must be able to communicate via telephone.

KNOWLEDGE, SKILLS AND ABILITIES

• Must possess the knowledge, skills, and abilities to instruct Pre-K students with disabilities
• General knowledge of daily routines in a preschool classroom
• General knowledge of methods of adapting instruction, equipment and tools for children with special needs
• Knowledge of the curriculum for the grade
• Ability to constantly monitor the safety and well being of students
• Ability to motivate students
• Ability to maintain confidential files and records
• Ability to understand and follow oral and written instruction

• Ability to present material to individuals and groups of people.
• Ability to maintain accurate and complete records and files.
• Ability to monitor and coach classroom instruction and provide written feedback.
• Ability to type accurately at a moderate rate.
• Ability to use common spreadsheet, word processing, and file maintenance programs.

• Ability to establish and maintain effective working relationships with a variety of individuals including school staff, outside agency employees, parents, advocates, etc…as necessitated by work assignments
• Ability to work alone, focused to complete assigned duties on a daily basis and whenever other areas need immediate short-term assistance.