- Must hold a P-3 NJ Teaching Certificate.
- 3-5 years preschool classroom experience as well as proven expertise with performance-based preschool assessments, the Pyramid Model, Positive Behavior Supports, experience in implementing developmentally appropriate preschool curricula, and commitment to promoting effective teaching.
- Experience in providing research-based professional development to classroom teachers, and knowledge of the reflective cycle for coaching practices.
- Specialization in behavior analysis, special education, or culturally responsive teaching is a plus.
- Visits to both in-district and partner preschool classrooms on a regular basis to observe classroom practices, provide feedback directly to teachers, and provide coaching to improve teaching practices through the reflective cycle to achieve school readiness goals within the NJ Preschool Teaching and Learning Standards and NJ Preschool Program Implementation Guidelines.
- Coaches teachers on the use of the district chosen Curricula and Performance-Based Assessments, including supporting quality assessment, interpretation of data and use of assessment data in planning.
- Coordinates PIRT team meetings and intervention plans, supports teachers and parents with implementation of plans, takes/keeps notes and data to measure efficacy.
- Coaches teachers in use of effective behavioral strategies and plans using curriculum-based supports as well as the Pyramid Model and Positive Behavior Supports.
- Support classroom teachers by providing strategies to support children who are exhibiting difficulty in the classroom as indicated through the screening process or the observation of the classroom teacher.
- Create and implement a PIRS intervention plan for each child with an RFA.
- Conduct classroom visits as necessary to implement the PIRS intervention plan. These visits may include observations, providing feedback regarding the child or support plan, providing recommendations and modeling strategies when appropriate.
- Modify and adapt the PIRS intervention plan as necessary throughout the year.
- Evaluate the progress of the student and, if necessary, facilitate a written referral to the school district Child Study Team as set forth in N
- For children with persistent challenging behavior, develop and implement the PIRS behavior support plan
- Uses performance-based assessment data and results of structured classroom observations to determine and support a high level of curriculum implementation towards continuous quality improvement.
- Plan specific goals and training opportunities (e.g., modeling classroom practices and lessons, facilitating PLC/data meetings, planning and implementing workshops, etc.) based on data, observation, district and building priorities.
- Administers structured program evaluation instruments including the ECERS-3, Curriculum Fidelity Tool, PCMI, and Teaching Pyramid Observation Tool (TPOT).
- Plan and provide professional development for all early childhood staff.
- Provides individualized or small-group follow-up training/support (e.g., modeling classroom practices and lessons, facilitating PLC/data meetings, planning and implementing workshops, etc.) based on data, observation, district and building priorities.
- Provides technical assistance to district and provider administrators to further curriculum goals, professional development, performance-based assessment, etc.
- Submit monthly school readiness reports on needs assessments, classroom visits, observations, and practice based coaching outcomes.
- Assists in reviewing teacher lesson plans to address the needs of children, especially those with behavior and/or social-emotional difficulties.
- Supports child assessment process. Analyzes and evaluates data collected by teaching staff, developing reports to share outcomes with administration, governing bodies and stakeholders. Uses data to help teachers inform instruction.
- Confers regularly with the PIRT and community parent involvement specialist (CPIS) to plan for smooth transitions for students and in planning parent involvement activities (e.g., sharing GOLD and other data with kindergarten staff, planning parent workshops together, etc.)
- Supports annual program community assessment, self-assessments and grantee/NJDOE monitoring visits. Assists in conducting Grow NJ Kids Early Care and Education Programs self-assessment (analysis, planning, and implementation of improvements), especially in the area of Curriculum and Learning Environments
- Reflects on own professional development needs, making regular use of resources from the NJ DOE to achieve/maintain reliability in ECERs and TPOT, to ensure expertise in best practices and practice-based teacher coaching.
- Analysis of program data including assessment, referrals, surveys, and other data to support program goals and submission of the yearly grant.
- Performs additional duties as assigned that are directly related to early childhood classroom improvements.
- UPLOAD Resume
- UPLOAD All New Jersey Certificate (s)
- UPLOAD All Transcripts (Undergraduate & Graduate)
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PIC/PIRS - Preschool Instructional Coach/Preschool Intervention Referral Specialist - Morristown, United States - Morris School District
Description
QUALIFICATIONS:
RESPONSIBILITIES:
JAC 6A:
14.
Position requires New Jersey Pre K-3 Certification.
Please complete application at:
The Morris School District offers a competitive salary and benefits package.
We are an equal opportunity employer/AA
Effective September 1, 2011, The New Jersey First Act implemented May 17, 2011, requires all employees of a school district to reside in the state of New Jersey.
Employees of the Morris School District hired after the effective date who do not reside in the State of New Jersey at the time of hire have one year from the effective date of employment to relocate their primary residence to New Jersey.
Employees of the school district hired prior to the September 1, 2011 effective date of this Act are grandfathered and are not required to relocate to New Jersey.
