Bronx Early Childhood Center (1515 Southern Boulevard)
$80,000 - $89,000
Position Summary: The Education Director (site) will ensure that all children reach developmentally appropriate milestones by implementing evidence-based curricula, individualized support, and high-quality learning environments. By leading the Educational Support at their site, the Education Director will focus on ensuring that all the children and families will be ready to succeed in Kindergarten and life while ensuring that all Head Start Performance Standards and site-specific funding regulations are met or exceeded.
Essential Duties: With the support of the Deputy Director of Early Childhood, in collaboration with the Program Director and Central EC Leadership Team, each Early Childhood Education Director is responsible for the following at the program site:
Strategic Oversight - Understand and promote the organization’s Mission, Vision, and Core Values to ensure alignment with organizational policies and procedures.
- Provide leadership and supervision across all areas of the program to support staff (i.e., Education Director, Family Advocates, Maintenance, and Food Service), children, families, and partners.
- Work with parents on the Center Policy Committee to design and implement high-quality programming that best meets families’ needs and interests.
- Set and communicate the program’s goals to ensure it aligns with the agency’s vision, goals, and strategic direction to ensure alignment with program operations.
- Oversee the development and execution of strategic initiatives and projects to drive program growth and improvement.
- Ensure effective governance practices by collaborating with the Central EC Leadership Team and other key stakeholders.
Curriculum Implementation and Support - Promote high-quality and developmentally appropriate teaching and learning in the center-based and home-based settings through full implementation of approved curriculum
- Develop and implement strategies to differentiate instruction to meet the diverse needs of all learners, including children with special needs and English language learners.
- Oversee the integration of technology into the curriculum to enhance learning experiences and support 21st-century skills development.
- Ensure the alignment of curriculum and instructional practices with state and national standards, as well as the organization’s educational goals.
- Facilitate curriculum training for all educators.
Continuous Quality Improvement - Support the educators with promoting high-quality teaching and learning, as well as family supports across the program:
- Leadership, supervision, and coaching may be provided through the following:
- Supporting teachers with lesson plans and curriculum implementation.
- Scheduling, selecting, and/or facilitating in-service/staff development trainings and workshops.
- Facilitating parent meetings related to educational supports.
- Provide guidance and resources to educators for incorporating culturally responsive teaching practices that respect and celebrate the diversity of the children and families served.
- Facilitate regular team meetings and collaborative planning sessions to support educators in curriculum implementation and instructional strategies.
- Conduct classroom observations and provide reflective feedback to educators to support continuous improvement in teaching practices.
- Collaborate with mental health, education and special education teams to integrate social-emotional learning and inclusive practices into the curriculum.
- Implement regular program evaluations and assessments to identify areas for improvement and ensure adherence to quality standards.
- Foster a culture of continuous improvement by encouraging feedback from staff, families, and stakeholders.
Program Design and Management - Provide administrative oversight and ongoing monitoring using COPA and TSG web-based systems to maintain standards and improve outcomes.
- Support staff with adhering to the Early Childhood program Policies and Procedures to ensure efficient operations and compliance with all regulations.
- Coordinate with the Program Director to align program design with strategic goals and community needs.
- Coordinate programmatic support for all children with an IEP/IFSP and those children with suspected disabilities.
Data Analysis and Reporting - Provide comprehensive data analysis and reporting using COPA and TSG web-based systems to maintain standards and enhance program outcomes through informed decision-making.
- Analyze program data to identify trends, strengths, and areas for improvement, and develop action plans based on findings.
- Prepare and present regular reports on program performance, outcomes, and compliance to Program Director and applicable Central Team,
- Utilize data to track progress towards goals and objectives, ensuring alignment with organizational standards and regulatory requirements.
Communication and Partnerships - Share highlights of families, children, staff, and community partners to celebrate successes and foster a sense of community.
- Educate and engage our online social media community by collaborating with the EC Instagram committee to share program updates and highlights.
- Develop and maintain effective communication channels with staff, families, and community partners to ensure transparency and collaboration.
- Represent the program at external meetings, conferences, and events to build partnerships and promote the program's mission and achievements.
Stakeholder Engagement - Collaborate with parents to design and deliver high-quality programming that aligns with families’ needs and interests.
- Engage families in program activities and decision-making processes to ensure their voices are heard and valued.
- In collaboration with the Program Director, foster strong relationships with community partners, local organizations, and other stakeholders to support program goals and initiatives.
- Organize and participate in community events and meetings to promote the program and build a network of support.
- Share highlights of families, kids, staff, and community partners
Training and Capacity Building - Commitment to professional development for themselves and their staff.
- Facilitate regular training sessions and workshops for staff to ensure the implementation of best practices in early childhood education.
- Mentor and coach staff to develop their skills and competencies in working with young children and families.
- Develop and implement individualized professional development plans for staff based on performance evaluations and identified needs.
- Encourage and support staff in pursuing additional certifications and higher education opportunities related to early childhood education.
Family Engagement - Build and foster trusting partnerships with families; serve as a role model for these types of relationships for staff.
- Facilitate meetings with families when children have outstanding developmental or behavioral needs.
- Recruit new families for our program through tabling, advertising in the school community, and hosting recruitment events
Record Maintenance, Screening, and Assessment - Monitor and review developmental screens to ensure all are completed within 45 days of a child’s first day of service with the program, and make recommendations for re-screening, referral, and individualized planning.
- Monitor child observations through an online database.
- Observe students as part of the internal referral process to determine interim plans and service referral needs.
- Utilize the Internal Referral form to document interim plans and to request central office support.
- Continuously review and update COPA as applicable.
Professional Development - Collaborate with the Program Director and Central Support staff in planning, coordinating, and implementing a wide range of diverse, applicable, and creative professional development opportunities for all staff.
- Participate in all agency-offered trainings, workshops, in-service days, and/or all-staff conferences.
- Including becoming Toddler and Pre-K CLASS Reliable within one year of onboarding and maintaining CLASS Reliability annually.
- Including becoming CHILD Reliable within one year of onboarding and maintaining CHILD Reliability annually.
- Maintain certification requirements and proof of attendance in professional activities.
- Support the center's growth, including participating in program-wide goal setting and individual and program self-assessment.
- Maintain Active Membership with Aspire and “Registered” status with TEACH Account, both linked to Children’s Aid.
Minimum Qualifications - Must have at least one of the following New York State Professional/Permanent Teaching Certifications: Early Childhood (Birth-Grade 2); Nursery, Kindergarten, and Grades 1-6; Prekindergarten - Grade 6 certification; or Students with Disabilities (Birth-Grade 2); if the Certification is Initial and not Permanent, a Study Plan will be set-up at point of hire with a timeline towards obtaining Permanent Certification.
- Master Degree in a specific field of Education (Early Childhood, Elementary, Special Education, etc.).
- Three years of teaching experience.
- Three years of experience working with infants, toddlers, preschoolers, and children with Special Needs
- Must hold Infant, Toddler, and Pre-K CLASS “Reliability” Certificate or obtain “Reliability” within one year of employment.
Key Competencies - Bilingual in English and Spanish preferred
- Strong administrative skills are required
- Excellent verbal and written communication skills
- Excellent computer skills, particularly in COPA and Teaching Strategies Gold data management systems and Excel.
- Strong analytic skills
- Ability to work independently and as part of a team.
- Excellent organizational and time management skills (ability to meet deadlines)
- Commitment to professional development for themselves and their staff
- Must abide by privacy laws, including HIPAA, etc.
Permanent employment, Temporary work, Interim role, Local area, Work from home,