• Posted Date: Jun 2, 2021 Deadline: Jul 30, 2021
  • New York United States

Job Details



Early Childhood Instructional Coordinator

Teacher Assigned A – Central Based (Various Early Childhood Education Borough Offices)

Travel to Early Childhood Programs Citywide in District Schools and Early Education Centers



  • Minimum of three (3) years of satisfactory (or Advance rating equivalent), full time experience as appointed, licensed, tenured teacher and/or staff developer/teacher trainer of early childhood grades. Five (5) years or more is preferred.
  • Permanent/Professional New York State Certification
  • Supplemented by additional certification in Special Education and/or ELL/Bilingual preferred

    Eligible certification:
  • Early Childhood or Bilingual Early Childhood license (Birth – Grade 2 or Nursery – Grade 6); or
  • Common Branches or Bilingual Common Branches license with a specialty in Early Childhood; or
  • Students with Disabilities (Birth – Grade 2)


  • Demonstrated understanding of developmentally appropriate standards-based curriculum and instruction, based on New York State Prekindergarten Foundation for the Common Core (PKFCC) and the Head Start Early Learning Outcomes Framework (ELOF)


    The following items apply to all DECE program types, including district schools and early childhood education centers:

  • Work collaboratively with lead and assistant teachers to set goals for quality improvement and strategically plan to reach those goals

  • Build and support relationships with school leaders to set goals for quality improvement and strategically plan to reach those goals
  • Support teachers and school leaders in achieving quality improvement goals. This may include, but is not limited to:
    • Conducting team meetings with early childhood staff to plan for instruction based on PKFCC and ELOF standards
    • Providing on-going support for the implementation of the Division of Early Childhood Education (DECE) approved curricula
    • Supporting the ongoing assessment of students through the use of authentic assessment systems to inform instructional practice
    • Assisting in the implementation of successful transition and continuity experiences for children, their families and staff as children move to subsequent grades
    • Providing ongoing professional development to support the implementation of early childhood programs and assessments, including screening and progress monitoring
  • Demonstrated understanding and knowledge of how to create emotionally responsive classrooms
  • Demonstrated knowledge of best practices in early childhood education (birth to grade three) curriculum and assessment models
  • Demonstrated expertise in curriculum mapping and ability to vertically integrate and scaffold standards within early childhood grades (birth to grade three)
  • Demonstrated ability to communicate effectively in writing and verbally in a timely manner with diverse audiences - teachers, school leaders, colleagues, and supervisors
  • Demonstrated ability to have conversations about areas of strength and areas for growth; to be solutions-oriented, positive, reflective, and straightforward; with teachers, school leaders, colleagues, and supervisors
  • Demonstrated ability to use rubrics as a means for measuring quality
  • Demonstrated ability to use data to set goals and develop strategies to achieve those goals
  • Proven ability to collaborate with, mentor, and coach classroom staff and school leadership, including teachers, assistant teachers, paraprofessionals, directors, and principals
  • Proven expertise in planning and delivering professional development, in-person and virtually
  • Commitment to continuous professional development to reflect a disposition to lifelong learning
  • Self-starter with strong interpersonal skills and a keen attention to detail
  • Demonstrated orientation to achieving results and building collaborative relationships with colleagues on and across teams
  • Use data to inform coaching strategies in collaboration with colleagues - collect, input, and analyze data using technology provided by DECE
  • Read, evaluate and conduct site visits associated with the Request for Proposals process related to Pre-K for All and other DECE initiatives; serve as advisors for others serving in this role
  • Review Pre-K for All program and related early childhood program budgets with the DECE Operations staff
  • Conduct site visits with partner organizations as necessary to ensure that all program components are implemented appropriately
  • Plan and facilitate professional development sessions in collaboration with other early childhood colleagues, including onsite, citywide, and virtual sessions
  • Actively participate in DECE citywide professional learning
  • Actively participate in borough/district office specific structures and initiatives (e.g. team meetings, cohort meetings)
  • Proven ability to be flexible in response to program needs
  • Assisting teachers with embedding assessments into daily instructional activities focused on student outcomes and program quality

  • Facilitating workshops, courses, and study groups for early childhood education (birth to grade three) staff
  • Collaborating with teachers and school leaders to provide coaching and support to improve the quality of the Division of Early Childhood Education initiatives


8:00 A.M. – 4:00 P.M. Monday through Friday


As per UFT Collective Bargaining Agreement


As per UFT Collective Bargaining Agreement


Visit https://earlychildhoodic.smapply.io/ to apply by JULY 30, 2021

Office of Field & Information Services  Division of Human Resources

An Equal Opportunity Employer M/F/D

It is the policy of the Department of Education of the City of New York to provide equal employment opportunities without regard to actual or perceived race, color, religion, creed, ethnicity, national origin, alienage, citizenship status, age, marital status, partnership status, disability, sexual orientation, gender(sex), military status, unemployment status, caregiver status, consumer credit history, prior record of arrest or conviction(except as permitted by law), predisposing genetic characteristics, or status as a victim of domestic violence, sexual offenses and stalking, and to maintain an environment free of harassment on any of the above - noted grounds, including sexual harassment or retaliation. For more information, please refer to the DOE Non - Discrimination Policy.

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