Director, Instructional Support Services

Marillac St.Vincent Family Services Inc•Chicago, IL

About The Position

The Director of Instructional Support Services provides strategic leadership and oversight of classroom instructional quality for early childhood programs serving children from birth to five. This position focuses on strengthening curriculum implementation, teacher practice, and child learning outcomes across all program models, including Head Start/Early Head Start and state-funded preschool. Working closely with the Senior Director of Early Education and Care, the Director ensures teaching and learning practices are developmentally appropriate, culturally responsive, and aligned with federal and state early learning standards. The role leads systems of teacher support, coaching, professional learning, and continuous improvement, with a strong emphasis on classroom quality and instructional excellence.

Requirements

Bachelor’s degree in Early Childhood Education, Child Development, Education Leadership, or a related field required, Master’s preferred.
Minimum 3 years of experience in early childhood education, including teaching and coaching experience in early education programs.
Proven track record in improving classroom instruction and child outcomes through coaching, mentoring, or professional development.
Demonstrated knowledge of curriculum implementation, authentic assessment, and kindergarten readiness practices for children birth–five.
Strong understanding of early learning pedagogy, adult learning principles, and reflective coaching practices.
Excellent interpersonal, communication, and facilitation skills for working with diverse staff teams.
Manage crisis situations in a calm and effective manner.
Ability to interpret and use classroom observation and child outcome data to inform instructional improvement.
Knowledge of state early learning guidelines, QRIS and NAEYC standards.
Commitment to equity, inclusion, and culturally and linguistically responsive instruction.
Strong organizational and analytical skills, with ability to manage multiple priorities.
Demonstrates initiative, consistent follow-through, and the ability to manage multiple tasks and meet deadlines.
Demonstrates proficiency computer skills, including Microsoft Office Suite, Outlook, videoconference software and program participants electronic data systems.
The applicant must submit to a criminal background check and adult abuse and neglect screening and maintain a cleared status throughout employment.
The applicant must submit MMR, Tdap and pass a TB and immunization health screen upon hire and update TB/physicals as required by the licensing standards.
Extended work hours beyond 40 hours/week when necessary, including evenings, weekends and for special events.
Flexibility with schedule as requested.
Overnight trips may be required periodically.

Responsibilities

Lead the design, coordination, and monitoring of instructional systems that promote effective teaching and learning in classrooms serving infants, toddlers, and preschoolers.
Support the implementation of research-based curriculum models, instructional strategies, and assessment tools to enhance school readiness outcomes.
Ensure classroom practices align with program performance standards, state early learning standards, and organizational/program goals.
Conduct regular classroom observations using approved tools (e.g., CLASS, ECERS, ITERS, TSG) and collaborate with ECE site management to develop targeted improvement plans.
Analyze child assessment and classroom data to identify strengths, needs, and opportunities for instructional improvement.
Partner with ECE site management and instructional coaches (if applicable) to promote curriculum fidelity and consistent, high-quality classroom practices.
Develop and coordinate professional learning plans focused on instructional excellence, child outcomes, and evidence-based early childhood practices.
Provide direct coaching and consultation to teaching staff, emphasizing reflective practice, intentional teaching, and individualized instruction.
Lead the development of in-service training sessions and professional learning communities to strengthen instructional practices across all classrooms.
Support the Senior Director of Early Education and Care in monitoring staff credentials and professional development plans to ensure compliance with program and funding requirements.
Collaborate with program leadership to align coaching, training, and education goals with organization-wide professional development priorities.
Collaborate with the Senior Director of Early Education and Care to assess staff development needs and align training opportunities with program priorities.
Model effective, inclusive, and culturally responsive instructional strategies during classroom visits and professional learning sessions.
Oversee the collection, analysis, and use of classroom and child outcome data to inform instructional decision-making.
Prepare and present data summaries and recommendations to support program improvement planning and monitoring activities.
Work collaboratively with program leadership to align instructional goals with organizational performance and compliance requirements.
Ensure that all documentation and reporting related to instructional quality meets program, federal and state monitoring expectations.
Collaborate with center directors, teachers, and management staff to maintain cohesive instructional practices across all early learning sites.
Serve as a resource and advisor on best practices in curriculum, instruction, and early childhood pedagogy.
Partner with other content areas to ensure instructional practices support holistic child and family outcomes.
Participate in program strategic planning and contribute to the development of grant proposals, program goals, and self-assessment processes related to educational services.
Actively participate in program and organizational staff meetings to support coordination, communication, and alignment of educational goals across departments.
Engage in professional development opportunities and organizational learning activities to maintain current knowledge of research-based instructional and leadership practices.