Preschool Instructional Specialists (Repost)

PROGRAM: Early Childhood Program POSITION (S): Preschool Instructional Specialists (Repost) REQUIREMENTS: -At least a Master's Degree -New Jersey Certification -At least three to five years of experience teaching in general education preschool programs; -Preschool through grade three (P-3) teacher certification or and N-8 standard instructional certificate; -Hold a preschool through grade three standard instructional certificate; -A graduate degree in early childhood education with an emphasis on early literacy and/or early mathematics; and/or -A graduate degree in educational supervision and/or leadership; -Experience in implementing developmentally appropriate preschool curricula; -Experience with a wide range of appropriate early childhood performance-based and classroom quality assessment instruments; -Experience providing professional development to classroom teachers, families, and administrators; -Preferred Fluent (oral and written) in Spanish and/or Arabic; -Certification in Applied Behavior Analysis(ABA) a plus not required; -Certification that includes an endorsement for bilingual education or English as a second language, a plus; -Certification that includes an endorsement for teachers of students with disabilities or teachers of the handicapped. Role of Preschool Instructional Specialists: Preschool instructional specialists provide and maintain high levels of quality by helping and supporting preschool teachers. Their primary role is to visit classrooms to support and guide teachers using the reflective cycle. Responsibilities of Preschool Instructional Specialists: -Visit classrooms on a regular basis to guide and provide feedback to teachers to support high quality teaching practices using the reflective cycle; -Model exemplary practices and regularly meet with the early childhood supervisors, program directors or principals. -Support teachers on the use of performance-based assessments including supporting quality assessment practices, interpretation of data and the use of assessment data in planning. -Administer structured program evaluation instruments to measure quality practices in preschool classrooms. -Work Confer regularly with the Preschool Intervention and Referral Specialist (PIRS), CPIS and other relevant school/district personnel to plan for smooth transitions for children entering preschool through grade three programs. -Provide support to classroom teachers with the implementation of the Self-Evaluation of Supports for Emergent Bilingual Acquisition (SESEBA) as a reflective tool to support multilingual learners. -Model developmentally appropriate classroom practices and lessons, facilitate professional learning communities, and plan and implement workshops to strengthen areas of needed improvement identified from structured observation instruments (aggregated data), curriculum observation instruments, performance-based assessment results, district evaluation data, and other information. -Plan and provide professional development experiences for classroom teachers, families, and other stakeholders, as needed. -Collaborate with PIRS and follow the Request for Assistant (RFA) process to develop, implement, and monitor a support plan for students referred for assistance. -Document ongoing support and outcome. -Provide technical assistance to district and provider administrators to discuss curriculum goals, professional development, performance-based assessment, structured observation visits, etc. -Support transition activities, programs, and services between and among preschool through grade three programs. -Reflect on their own professional development needs, attend workshops, read research articles, consult with others, etc. -Perform additional duties as assigned that are directly related to early childhood -Other assigned tasks as needed SALARY: As Per Contractual Agreement STARTING DATE: To Be Determined LOCATION: Various Pre-K Sites