Assistant Instructor (Instructional Leader/Family Support Specialist)

Support for Classroom Teachers:

Curriculum, Assessment, and Monitoring Responsibilities

1. Support classroom implementation of Creative Curriculum and the Early Learning Scale. Facilitate program practices and standards to support quality implementation, based on feedback provided by the Regional Coordinator.
2. Support classroom teaching staff with creating lesson plans that align with Creative Curriculum requirements, the Illinois Early Learning and Development Standards (IELDS) and reflect developmentally appropriate practice, based on feedback provided by the Regional Coordinator.
3. Support classroom teaching staff in consistently maintaining monitoring (ECERS) expectations-child files, environment, engagement, etc.

Instructional Support: Observation, Coaching, and Professional Development

1. Provide support for a maximum of 10 classrooms and 100 children)
2. Provide strategic goals based on classroom observations and individual Professional Development Plans. Provide teachers with timely feedback and recommendations.
3. Conduct regular observation (based on a tiered system) in all assigned classrooms and maintain records; support peer observation and learning between classrooms/sites.
4. Identify professional development opportunities offered by funders, regional professional development providers, and conferences that align with teaching staff goals and needs and bring new and emerging best practices into the program. Identify resources and materials that support instructional quality, English Learners, cultural diversity, and inclusion.
5. In collaboration with the Regional Coordinators, develop and facilitate a professional learning community focused on instructional excellence.
6. Engage education staff in individual and group reflective coaching to discuss observations and develop a plan to strengthen challenging areas and build on areas of strength (based on a tiered system).

Classroom Support

1. In collaboration with Regional Coordinators, provide time for the classroom team to implement ELL screenings (within designated time limits) or conduct ELL screenings for the team.
2. Serve as contact for teachers as a classroom substitute teacher when no substitute teachers are available or prior arrangements are agreed upon.
3. In consultation with classroom teachers, identify children who would benefit from additional social-emotional support. Provide monthly small group activities or materials/resources for teaching teams to implement (visual schedule, This/Then Boards, etc.)
4. Provide Pyramid Model implementation support and resources to teaching teams.
5. In collaboration with the Regional Coordinator, attend EI transition meetings for potential future enrollment or provide classroom coverage for a teacher to attend IEP meetings for currently enrolled children.

Support for Families:

Recruitment

1. In collaboration with Regional Coordinators, support program efforts and outreach (attending local agency meetings and community events, sharing program information with community programs, school districts, etc.,), to identify and recruit the most at-risk children in the community.
2. Support programs in seeking out and enrolling children with special needs, including empowering families as advocates for their children. Document communication with families expressing interest in the program, provide screening paperwork and coordinate with classroom teachers to enroll promptly.
3. In collaboration with Regional Coordinators, support families in completing the screening/enrollment process.
4. Identify and develop potential partnerships with community entities with access to priority populations.
5. In collaboration with Instructional Leaders, plan and facilitate Child Find Screenings with the Regional Program Coordinator

Comprehensive Services

1. Assess family needs and help them to identify goals for themselves, and their children based on a tiered system. Refer families to community resources to support comprehensive needs.
2. Maintain clear, written case notes that document family needs and goals, resources provided to address those needs/goals, and family progress.
3. Coordinate family meetings and workshops to educate families in areas of child health, mental health, and development.
4. Assist families in establishing a medical and dental home for their children to ensure access to consistent health care, support referrals to mental health resources as appropriate.
5. Coordinate and conduct home visits as needed, to support home-school connection, address attendance concerns, and provide family support.
6. Educate families about the benefits and importance of regular attendance and connect families to resources as appropriate.

Parent Engagement and Education

1. Collect and document volunteer and family interests/needs based on the Parent Survey. Plan and consult with PFA teachers to identify resources to support parent/child activities, parent workshops, field trips, personal visits, etc.
2. Collaborate with teachers to engage families in the classroom and school/site, including meaningful volunteer opportunities. Ensure that the program maintains a welcoming environment for parents.
3. Active participation in the Parent Advisory Council; engage and encourage family participation, inclusivity of diverse family perspectives and other leadership opportunities.
4. Lead development and implementation of family education opportunities, including connecting to local collaborations and community partners. Solicit family input on education offerings.
5. Support communicating with families in their home language, when possible, or facilitating translation so Family Educators can communicate with all families.
6. Support kindergarten transition activities for families.
7. Provide monthly newsletters to families (or collaborate with teaching teams to add information to the classroom newsletter).

Regional and Program Support

1. In consultation with the regional coordinator, attend or cover classrooms for Early Intervention Transition Meetings for potential PFA students. Document and file the meeting information for future PFA enrollment of children served through Early Intervention. Provide classroom coverage for teachers to attend meetings for currently enrolled children.
2. Active participation in the Hiring Committee

Minimum Qualifications:

• Bachelor’s degree with an Active Illinois Professional Educator License AND endorsement in Early Childhood Education by date of hire.
• At least one year of experience working intensely with families of young children (under 5 years old).
• At least 5 years of experience working in a prekindergarten classroom setting.
• Experience working with at-risk, culturally, and/or linguistically diverse children and families.

Preferred Qualifications:

• Master’s degree in education, Curriculum and Instruction, or other related field of study.
• Early Childhood Special Education Approval/Endorsement and/or experience working with children with IEPs or 504 plans.
• Experience and/or training in coaching and reflective practice.
• Experience with ECERS Monitoring
• Experience implementing Creative Curriculum and Developmental Assessments (Early Learning Scale, TS Gold, Developmental Portfolios, ASQ/ASQ-SE, Brigance Screens III, etc.)
• Experience providing home visits to families
• Experience working with and/or partnering with community agencies.