Instructional Support Coach Infant​/Toddler

Overview

JOB TITLE
:
Instructional Support Coach Infant Toddler

STATUS
:
Full Time

FLSA STATUS
:
Exempt

CUSTOMARY HOURS
:
Varies 7:00 am to 5:30 pm

HOURS/WEEK
: 40

DEPARTMENT
:
Early Childhood

DIRECT SUPERVISOR
:
Senior Director of Early Learning Programs

Mission
:
As stewards of the Vincentian spirit, employees of Marillac St. Vincent Family Services are committed to strengthening and empowering those most in need to reach their greatest potential. We fulfill our mission through quality programs for children, teens, families, seniors and homeless.

Core Values
:
Our employees commit themselves as individuals to live out the core values of integrity, excellence, creativity, advocacy, respect, and empowerment in our daily work, as we serve the needs of others.
Integrity - Acting with transparency, humility, and honesty.
Excellence - Providing quality care with compassion.
Creativity - Being continuously resourceful and inventive.
Advocacy - Supporting the cause of those who lack resources for a reasonable quality of life

Respect - Recognizing our own value and upholding the dignity and value of all people

Empowerment - Providing skills and resources to achieve full human development.

• Versatility – Understanding and appreciating different and opposing perspectives on an issue; adapting one’s approach as the requirements of the situation change; an eagerness for positive action; self-control; active listening.
• A collaborative work model – Cooperatively working and sharing responsibility; contributing to the group effort; realizing a sense of commitment and ownership in the success of the organization’s goals.
• Mutual accountability – Holds others accountable with their roles; provides and receives feedback and takes constructive action.
• Client/customer advocate – Identifies opportunities to improve quality of services; presents one’s self professionally.
• Protects confidentiality & privacy – Respects and protects information about all staff and clients.

• The instructional support coach will support education staff (Master teachers, teachers, and assistant teachers) in improving instructional quality by refining classroom implementation practices which will lead mastery as early childhood professionals.
• Mentor and coach lead teachers, teachers and assistant teaching staff through weekly observation, goal-planning, and quarterly data analysis quarterly.
• Assist in long-term strategic planning to assess and improve early childhood outcomes through analyzation of data monthly.

• Ensure a high-quality program that represents best practices in infant toddler care & education and meets the standards of Illinois Licensing, NAEYC, DFSS, DCFS, and Excele Rate.
• Review lesson plans and provide teachers with feedback and recommendations.
• Provide coaching to lead teachers, teachers, and teacher assistants.
• Orientated new teachers to classroom practices.
• Observe weekly in the classrooms: assess staff performance and the quality of the curriculum program; model appropriate behaviors; resolve conflicts, demonstrate reflective problem-solving; provide hands on assistance, recognition, and feedback.
• Support peer observation and learning between sites and classrooms.
• Oversee professional development for staff including conducting a program meeting once per month, or offering/scheduling professional development workshops as needed to support each teacher’s annual goals and areas of improvement for classroom practices.
• Attend funders education coordinators meetings, professional conferences and workshops as designated by Program Site Director or Senior Director of Early Childhood
• Collaborate with diverse Learner coordinator to ensure that the push in model in classroom is a response to challenging behavior.
• Support classroom teams in coordinating and implementing research-based interventions for academic and behavior success.
• Act with integrity and aspire to model our Core Values in the delivery of all services.

• Ability to facilitate group discussion on reflective practice.
• Ability to give feedback verbally and written around classroom practice.
• Ability to facilitate individual…