Job Title: Specialist, Early Childhood Instruction
Office: Office of Elementary Schools
Date Posted: 3/30/2021
Salary Range: 1-5 / $82,007 - $92,534 Per Year
NTE Date: N/A
The Office of Social Emotional Academic Development works with the Chancellor to ensure coherence in the educational experience for our students, families, and schools. Our goal is to initiate change and lead DC Public Schools into the highest performing school district in the nation. We are currently in the process of creating our next strategic plan. After engaging with over 3,000 internal and external stakeholders to help shape the future of DCPS, our draft strategic priorities include:
- Promote Equity: Define, understand, and promote equity to close achievement gaps and interrupt institutional bias.
- Empower Our People: Recruit, develop, and retain a talented, caring, and diverse team.
- Educate the Whole Child: Provide rigorous, joyful and inclusive academic and social emotional experiences for all students.
- Ensure Excellent Schools: Increase the number of high quality schools across the district by defining blended autonomies for schools and creating opportunities for innovation.
- Engage Families: Deepen partnerships with families and community.
The Office of Elementary Schools is responsible for effective management, operation and achievement of the elementary schools and provides leadership to principals, administrators, and teachers to ensure academic excellence for all students.
The Early Childhood Education Division (ECED), within the Office of Elementary Schools, works to support the provision of high-quality early education services that prepare children for kindergarten entry and later school success. Approximately 6,000 children ages three to five attend early childhood classrooms in 78 elementary schools across the district.
The Specialist, Early Childhood Instruction has a unique opportunity to shape the content, ongoing development, and implementation of LEAP, a school-based model for professional development. The Specialist supports the design and implementation of the professional development experiences for teachers, teacher leaders, and school leaders to support best practices in early childhood education, and is responsible for leading early childhood collaborative learning teams at select schools. The LEAP model for all Early Childhood Education teachers focuses around the creation of ECE content-specific learning communities that engage in cycles of planning, content knowledge development, formative observations, and child work evidence analysis - all tied to the ECE curriculum implemented at the school. The Specialist will be assigned to select schools and will function as the ECE LEAP leader in those schools, supporting all PK teachers, including early childhood generalists and early childhood special educators, within those schools.
The Specialist, Early Childhood Instruction will report to the Manager, Early Childhood Instruction.
Essential Duties and Responsibilities
The below statements are intended to describe the general nature and scope of work being performed by this position. This is not a complete listing of all responsibilities, duties, and/or skills required. Other duties may be assigned.
- Leads weekly cycles of planning, content knowledge development, formative observations, and child and teacher evidence analysis tied to the DCPS-ECE content, curriculum, and LEAP framework.
- Works collaboratively with teachers to consistently analyze teacher practice through ongoing classroom observations, data analysis, and examination of children's work.
- Provides clear and direct feedback to teachers based on analysis of practice.
- Develops teachers' capacity to collect and analyze multiple sources of data to improve child learning.
- Develops a trusting, confidential, and reflective professional partnership with teachers, administrators, and other school-based staff.
- Models research-based instructional approaches.
- Utilizes an assessment process to facilitate a team's growth and development, analyzing their practice and reviewing student work to inform instruction and provision of challenging and engaging materials.
- Helps teachers see themselves as researchers in the classroom needing to be constantly curious about their students' development.
- Bachelor's degree and three to five years of related work experience, including two years experience working in a program serving low-income children and families, and two to three years of experience supervising, mentoring, or coaching early childhood educators preferred, preferred.
- Master's degree preferred.
- Previous exposure to or experience in the education sector a plus.
- Understanding of current adult learning theory and experience facilitating group professional development trainings.
- Experience working in an urban school setting.
- Exemplary interpersonal, written, and verbal communication skills.
- STUDENTS FIRST: We recognize students as whole children and put their needs first in everything we do.
- COURAGE: We have the audacity to learn from our successes and failures, to try new things, and to lead the nation as a proof point of PK-12 success.
- EQUITY: We work proactively to eliminate opportunity gaps by interrupting institutional bias and investing in effective strategies to ensure every student succeeds.
- EXCELLENCE: We work with integrity and hold ourselves accountable for exemplary outcomes, service, and interactions.
- TEAMWORK: We recognize that our greatest asset is our collective vision and ability to work collaboratively and authentically.
- JOY: We enjoy our collective work and will enthusiastically celebrate our success and each other.