2025-2026 Vacancy (Anticipated): Instructional Coach, Shenandoah Valley Head Start/Early Head Start

2025-2026 Anticipated Vacancy

Instructional Coach, Shenandoah Valley Head Start/Early Head Start

Reports To: Early Childhood Development Coordinator (ECDC)

FLSA Status: Exempt

Classification

Teacher Salary Scale, 220-Day/7.5 Hours Per Day

2024-2025 Salary Scales

https://core-docs.s3.us-east-1.amazonaws.com/documents/asset/uploaded_file/1890/ACPS/4341881/2024-2025_Salary_Scales_Informational_Packet_V1.pdf

SUMMARY

Shenandoah Valley Head Start/Early Head Start is a regional preschool program serving the communities of Augusta, Bath, Highland, Harrisonburg, Staunton and Waynesboro. SVHS is a federal grant funded program with a long standing history of success. Our mission is to provide a quality preschool program that forms partnerships among families, sites, and communities. The program emphasizes the physical, social, emotional, and cognitive development that is age appropriate for children while encouraging lifelong learning and empowering families through parent engagement.

General Description of Work

The Instructional Coach observes in classrooms of the SVHS & EHS program. The position builds relationships with staff to be able to develop goals and provide effective feedback and communication. The purpose of coaching is to support a change in practice. The Instructional Coach provides classroom support for curriculum and instruction for classrooms serving children birth to five with special emphasis on meeting needs of child(ren) demonstrating challenging behavior while maintaining classroom quality and Conscious Discipline implementation. The Instructional Coach will provide professional development to instructional staff in large, small and one on one settings under guidance of the Early Childhood Development Coordinator. The Instructional Coach will be CLASS reliable for preschool and will support classrooms with this knowledge. The Instructional Coach will provide, under supervision of the Early Childhood Development Coordinator, intensive coaching in the Practice Based Coaching Model for identified teaching staff in the HS and EHS program.

Essential Functions/ General Tasks

The minimum performance expectations include, but are not limited to, the following:

Knowledge, Skills and Abilities

• Knowledge of developmentally appropriate instruction for children ages zero through five
• Knowledge of developmentally appropriate discipline practices for use with children ages zero through five in a public school and center based setting
• Ability to collaborate within a regional program serving seven local school divisions
• Knowledge of Conscious Discipline
• Knowledge of current educational practices and developmental theory for preschool age children
• Knowledge of proven practice in working in an educational setting with high needs children and their families
• Knowledge of CLASS observational tool for preschool and infant toddler classrooms and its implications for quality early childhood education
• Ability to write correspondence, plans and other forms of communication
• Ability to relate appropriately to and coordinate ideas with the people being served and colleagues
• Ability to problem solve independently with sound professional judgment
• Ability to work under pressure
• Ability to communicate effectively in a variety of methods
• Ability to drive to locations throughout the regional program
• Skilled with adult learning and using assessment data to drive coaching strategies aligned with program performance goals.
• Ability to use online database systems to retrieve information and to gather data for reports
• Strong communication skills to collaborate and consult with support program staff to develop relationships between children and their caregivers, as well as families and direct support staff.
• Ability to gather and analyze data and make concise, accurate reports with recommendations
• Performs related duties and responsibilities as assigned by the Early Childhood Development Coordinator or HS & EHS Director in accordance with division policies and practices.
• Ability to support center based teachers and assistant teachers in demonstrating the following competencies with all children, including children with disabilities and dual language learners: ? Provide effective and nurturing teacher-child interactions, ? Plan and implement learning experiences that ensure effective curriculum implementation, and ? Demonstrate effective use of assessment to promote children’s progress across the standards described in the HS Early Learning Outcomes Framework as well as applicable state early learning and developmental standards. Provide effective and nurturing teacher-child interactions, ? Plan and implement learning experiences that ensure effective curriculum implementation, and ? Demonstrate effective use of assessment to promote children’s progress across the standards described in the HS Early Learning Outcomes Framework as well as applicable state early learning and developmental standards.

Knowledge, Skills, and Abilities

Demonstrates ability and professional and personal characteristics necessary for working effectively with school personnel. The ability to deliver large group and small group professional development presentations as well as individual coaching, ability to provide written reports and the ability to establish and maintain effective working relationships with staff and administrators.

Education and Experience

Candidate must be a graduate of an accredited college or university and hold a minimum of a Bachelor’s Degree in Early Childhood Education, psychology, special education, or a related field with coursework in child development. Will have demonstrated work experience in the field of human services and early education. Experience supporting children demonstrating challenging behavior in an educational setting is required. Candidate must have experience with adult learning and in using data to drive coaching strategies and evaluate outcomes. The Candidate will be a good communicator, able to deliver and receive feedback, and able to establish supportive, non-evaluative relationships with colleagues. Physical

Demands/Requirements

Duties performed typically in school settings to include: central office, schools within the division, and classrooms. Walking, stooping, standing, lifting, up to approximately 30 pounds, and occasional lifting of equipment and materials weighing up to approximately 40 pounds may be required. Other limited physical activities are required. Frequent operation of a vehicle and office equipment is required. Vocal communication is required for expressing or exchanging ideas by means of the spoken word; hearing is required to perceive information at normal spoken word levels; visual acuity is required for preparing and analyzing written or computer data, determining the accuracy and thoroughness of work, and observing general surroundings and activities; the worker is subject to inside and outside environmental conditions. Regular contact with staff members and administrators is required.

Evaluation

The Early Childhood Development Coordinator for Head Start (with input from the EHS-CCP Manager) will evaluate performance on the ability and effectiveness in carrying out the above responsibilities.