Educational Specialist II - Executive Office Early Learning

Position: Educational Specialist II - Executive Office on Early Learning, 604463 (2026-00113)
Description

Applicants may be educational officers, teachers and other qualified individuals

Type of appointment issued: this position is included in the educational officers' bargaining unit and will be filled as a clear line appointment.

A written examination/assignment may be administered to help determine possession of the knowledge and abilities portions of the minimum qualification requirements.

Examples of duties

Under the general supervision of the educational specialist iii of the executive office on early learning, the educational specialist ii:

1. Achievement focus & instructional and learning leadership:

* promote the success and well-being of every child by keeping a clear focus on learning, growth, and achievement.

* research, identify, assess, design, create, coordinate, implement, evaluate, and improve the instructional program (curriculum, instruction, assessment) that maximizes learning in the public prekindergarten program and staff professional growth within and beyond eoel.

* utilize sound early childhood education research, practices, pedagogy, and current early childhood professional standards to ensure developmental, linguistic, and culturally appropriate practices in early childhood education are being employed.

* supervise the early learning state office teachers in the implementation of the program's professional learning supports.

* plan, direct, and coordinate action research related to early childhood educational pedagogy and professional learning among the program team. Provide guidance and professional learning for identified classroom teaching teams in conducting action research. Work in partnership with early childhood education programs within the university systems in research projects that enable early childhood educators to build their evaluation and research knowledge base and skills.

* keep abreast of current and significant research and promising educational practices in early childhood education to develop/align content and performance standards, curriculum frameworks, resource materials and instructional tools, and guidelines that promote and support effective practices and positive student outcomes.

2. Talent development:

* promote the success and well-being of every child by developing and tapping internal expertise to promote learning, improved practice, and leadership capacity.

* research, identify, design, create, coordinate, implement, evaluate, and improve the professional learning opportunities and learning communities for the early learning state office teachers, doe public schools that host an eoel public prek program, current and future early learning educators, and the broader early learning community by utilizing internal capacity, community, and national partnerships.

* utilize sound early childhood education research, practices, pedagogy, and current early childhood professional standards to ensure developmental, linguistic, and culturally appropriate practices in early childhood education are being employed.

* supervise the eoel early learning state office teachers in the implementation of the program's professional learning supports.

* design, develop, deliver, and assess professional learning needs and supports for administrators, teachers, support staff.

3. Family and community engagement:

* promote the success and well-being of every child by engaging the community in a meaningful, culturally responsive environment.

* plan for and participates in outreach activities with community partners to provide information on the eoel public prek program.

* work with partner doe schools to develop, implement, and participate in family engagement activities that are responsive to community needs.

* evaluate the provision of access for families to a high-quality public prek program.

* prepare program plans, annual performance reports, memos and other documents as required. Prepare program information for parents, community and professional groups, and government agencies as required.

4. Resource leadership:

* promote the success and well-being of every child and family by implementing effective and efficient operational systems for an optimal learning environment.

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