TEACHER ASSIGNED VACANCY CIRCULAR NO 43  EARLY CHILDHOOD INSTRUCTIONAL COORDINATOR  2025 2026

(SUBJECT TO BUDGET AVAILABILITY)

POSITION:

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

(FOR INTERNAL AND EXTERNAL CANDIDATES)

LOCATION:

TBD-TO BE DETERMINED

ELIGIBILITY:

• Minimum of three (3) year 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)

QUALIFICATIONS:

• Pre-K Instruction is guided by the Prekindergarten Learning Standards (PKLS), which are derived from the New York State Next Generation Learning Standards. Candidates should demonstrate an understanding of developmentally appropriate standards-based curriculum and instruction, based on New York State PKLS and the Head Start Early Learning Outcomes Framework (ELOF)
• Demonstrated understanding and knowledge of how to create emotionally responsive classrooms
• Demonstrated knowledge of best practices in early childhood education (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 rubics as a means for measuring quality
• Demonstrated ability to use data to set goals and develop strategies to Schieve 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 keen attention to detail
• Demonstrated orientation to achieving results and building collaborative relationships with colleagues on and across teams
• Candidates should be prepared to support both self-contained and integrated classroom setting, including those under the 4410 program structure
• Proven ability to be flexible to program needs

DUTIES AND RESPONSIBILITIES:

Instructional Coordinators support a variety of early childhood settings, and the following items apply to all DECE program types, including district schools, early childhood education centers, and home-based childcare programs:

• Instructional Coordinators collaborate with lead teachers, assistant teachers, paraprofessionals, and school leaders to support high-quality early childhood instruction including goal setting for quality improvement and strategic planning 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 teacher 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 PKLS 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
  • 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
• Use data to inform coaching strategies in collaboration with colleagues – collect, input, and analyze data using technology provided by December 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)

HOURS:

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

WORK YEAR:

As per UFT Collective Bargaining Agreement

SALARY:

As per UFT Collective Bargaining Agreement

APPLICATION:

Email resume and cover letter to DECEJOBS@schools.nyc.gov to apply by January 6, 2026