NTT Faculty - Assistant Instructor - Instructional Leader/Family Support Specialist

Carbondale•Carbondale, IL

3d•Hybrid

About The Position

The Instructional Leader/Family Support Specialist will support classroom educational staff (teachers and teacher assistants) through embedded professional development practices and individualized professional development plans to refine their practices, improve instructional quality, and achieve mastery as early childhood professionals. They will also work collaboratively with families, educational staff, and community partners to ensure that the program meets the needs of the whole child and supports parents/guardians in addressing family needs and setting and achieving ambitious family goals. Salary is competitive and commensurate with qualifications and experience, while also considering internal equity. This is a grant-funded position represented by SIU Carbondale Non-Tenure Track Faculty Association/IEA-NEA.

Requirements

Bachelor's degree with an active Illinois Professional Educator License (PEL) AND endorsement in Early Childhood Education by date of hire; or a letter from the Illinois State Board of Education stating the Illinois State Board of Education Professional Educator License (PEL) with an endorsement in Early Childhood Education will be issued by the date of hire; or the Illinois Professional Development System Gateways of Opportunity Early Childhood Credential Level 5 with a written plan to complete the PEL with an endorsement in Early Childhood Education by June 30, 2027, or as required by the Illinois State Board of Education.
At least one year of experience working intensely with families of young children (under 5 years old).
At least 3 years of experience working in a prekindergarten classroom setting.
Experience working with at-risk, culturally, and/or linguistically diverse children and families.

Nice To Haves

Master’s degree in education, Curriculum and Instruction, or other related field of study
Early Childhood Special Education Approval/Endorsement and/or experience working with children with IEPs or 504 plans
Experience and/or training in coaching and reflective practice.
Experience with ECERS Monitoring
Experience implementing Creative Curriculum and Developmental Assessments (Early Learning Scale, TS Gold, Developmental Portfolios, ASQ/ASQ-SE, Brigance Screens III, etc.)
Experience providing home visits to families
Experience working with and/or partnering with community agencies

Responsibilities

Active participation on the Hiring Committee-Applying expertise in early childhood education when interviewing, selecting, evaluating, and guiding Teachers and Parent Educators.
Maintain a fluid system of professional communication, verbal and written, with the Teaching Staff and Regional Coordinators, regarding all aspects of the program.
Participate in professional development activities, including involvement in professional and/or community associations/groups.
Active participation in the Parent Advisory Council; engage and encourage family participation, inclusivity of diverse family perspectives and other leadership opportunities.
In collaboration with the Regional Coordinators, attend EI transition meetings for potential future enrollment or provide classroom coverage for a teacher to attend IEP meetings for currently enrolled children.
Reply to emails, phone calls, etc., in a timely manner.
Maintain an accurate, up-to-date Outlook Calendar, identifying work responsibilities each day.
Follow program policies and procedures regarding absences.
Attend and fully participate in monthly SRECP Leadership/Instructional Leader Meetings, and Quarterly Administrator Roundtables.
Support classroom implementation of assessment practices which align to ISBE requirements, the Early Learning Scale and based on feedback provided by the Regional Coordinator.
Support classroom teaching staff with creating lesson plans that align with Creative Curriculum requirements, the Illinois Early Learning and Development Standards (IELDS) and reflect developmentally appropriate practice, based on feedback provided by the Regional Coordinator.
Support classroom teaching staff in consistently maintaining monitoring (ECERS) expectations-child files, environment, engagement, etc.
Provide support for a maximum of 10 classrooms and 100 children.
Provide strategic goals based on classroom observations and individual Professional Development Plans.
Provide teachers with timely feedback and recommendations.
Conduct regular observation (based on a tiered system) in all assigned classrooms and maintain records; support peer observation and learning between classrooms/sites.
Identify professional development opportunities offered by funders, regional professional development providers, and conferences that align with teaching staff goals and needs and bring new and emerging best practices into the program.
Identify resources and materials that support instructional quality, English Learners, cultural diversity, and inclusion.
In collaboration with the Regional Coordinators, develop and facilitate a professional learning community focused on instructional excellence.
Engage education staff in individual and group reflective coaching (as applicable) to discuss observations and develop a plan to strengthen challenging areas and build on areas of strength (based on a tiered system).
In collaboration with Regional Coordinators, provide time for the classroom team to implement ELL screenings (within designated time limits) or conduct ELL screenings for the team.
Collaborate with Regional Coordinators to serve as contact for teachers as a classroom substitute teacher ONLY WHEN no substitute teachers are available or prior arrangements are agreed upon.
In consultation with classroom teachers, identify children who would benefit from additional social-emotional support.
Provide monthly small group activities or materials/resources for teaching teams to implement (visual schedule, This/Then Boards, etc.).
In collaboration with Regional Coordinators, provide Pyramid Model implementation support and resources to teaching teams.
In collaboration with the Regional Coordinator, attend EI transition meetings for potential future enrollment or provide classroom coverage for a teacher to attend IEP meetings for currently enrolled children.
In collaboration with Regional Coordinators, support program efforts and outreach (attending local agency meetings and community events, sharing program information with community programs, school districts, etc.,) to identify and recruit the most at-risk children in the community.
Support program in seeking out and enrolling children with special needs, including empowering families as advocates for their children.
Document communication with families expressing interest in the program, provide screening paperwork and coordinate with classroom teachers to enroll promptly.
In collaboration with Regional Coordinators, support families in completing the screening/enrollment process.
Identify and develop potential partnerships with community entities; school districts, special education cooperatives, Head Start, Child and Family Connections, childcare programs, community colleges, and other community partners.
Participate in Child Find Screenings as applicable.
Assess family needs and help them to identify goals for themselves and their children based on a tiered system.
Refer families to community resources to support comprehensive needs.
Maintain clear, written case notes that document family needs and goals, resources provided to address those needs/goals, and family progress.
Coordinate family meetings and workshops to educate families in areas of child health, mental health, and development.
Assist families in establishing a medical and dental home for their children to ensure access to consistent health care, support referrals to mental health resources as appropriate.
Coordinate and conduct home visits as needed, to support home-school connection, address attendance concerns, and provide family support.
Educate families about the benefits and importance of regular attendance and connect families to resources as appropriate.
Collect and document volunteer and family interests/needs based on the Parent Engagement Survey.
Plan and consult with PFA/PFAE teachers to identify resources to support parent/child activities, parent workshops, field trips, personal visits, etc.
Collaborate with teachers to engage families in the classroom and school/site, including meaningful volunteer or engagement opportunities.
Lead development and implementation of family education opportunities, including connecting to local collaborations and community partners.
Solicit family input on education offerings.
Support communication with families in their home language, when possible.
In collaboration with the teaching staff, support kindergarten transition activities for families.
Provide monthly newsletters to families (or collaborate with teaching teams to add information to the classroom newsletter).