Early Childhood Classroom Coach

About CPS

Chicago Public Schools (CPS) is a district on the rise, serving over 325,000 students in 500+ schools and employing over 45,000 people, most of them teachers. CPS has set ambitious goals to ensure that every student, in every school and every neighborhood, has access to a world-class learning experience that prepares each for success in college, career, and civic life. Aligned with our transformed philosophy, we are steadfastly focused on ensuring that the District provides resources equitably to support every student, every school, and every community.

Six core values guide the work we do every day for our students – student-centered, whole child, equity, academic excellence, community partnership, and continuous learning. Each role in the district supports our vision that every student deserves a rigorous, joyful, and equitable learning experience.

OECE supports students and families by providing early learning programs for children from birth to second grade in a variety of settings. OECE’s mission is to partner with families, educators, and school communities to ensure all Chicago children engage in high-quality early learning experiences that lead to success in Pre‑K through 2nd grade and beyond.

Reporting to the Manager of Early Childhood Instructional Support, the Early Childhood Classroom Coach (Teacher-Citywide) designs and delivers classroom-level coaching to early childhood teachers within an assigned caseload. The Early Childhood Classroom Coach will use a relationship-based approach to develop an individual coaching plan for each teacher and to design effective learning practices that help them achieve their professional goals. The Early Childhood Classroom Coach also designs and facilitates professional learning for teachers to ensure high quality early childhood programs for all students.

This is a full-time, union role on a 228‑day annual schedule.

• In collaboration with the Pre‑K Program Team, implement the OECE vision for high quality pre‑K programs and effective instruction in early childhood.
• Develop, implement, and monitor coaching cycles in partnership with assigned classroom teachers to support high-quality student experiences in early childhood classrooms.
• Design and facilitate professional learning to enhance mindsets, knowledge, and skills of early childhood teachers and school-based staff. Professional learning may include but is not limited to New Teacher Orientation, Professional Learning Communities, stand-alone professional learning sessions, and responsive support sessions.
• Maintain active CLASS certification and utilize the CLASS Observation tool to support classroom observations, coaching, teacher development, and professional learning.
• Collaborate with the Early Childhood Specialists to align coaching support with school, network, office, and district strategic initiatives and work streams. Partner with other OECE teams to ensure implementation of aligned PK and P‑2 initiatives.
• Provide support to school-based staff on early childhood program guidance and requirements, curriculum and assessment tools, instructional approaches, and OECE strategy and approach.
• Design and implement tailored support and coaching for teachers serving students with disabilities, multi‑lingual learners, and students from culturally and linguistically diverse backgrounds.
• Maintain awareness of current research in the field of early childhood education, teacher development, and adult learning.
• Other duties as assigned.

• Education:
  
  Bachelor’s degree from an accredited college or university.
• Valid teaching certificate/Professional Educator’s License (PEL) issued by the Illinois State Board of Education (ISBE) with appropriate content and/or grade level endorsement(s) is required.
• Master’s degree preferred in early childhood or a related field.
• Minimum of five (5) years of professional experience working in early childhood classrooms, required.
• Chicago Public School Pre‑K experience preferred.
• Bilingual and Bilingual Teaching Experience preferred.
• Access to reliable transportation to transport materials and…