Early Childhood Coach - Downstate

Research Foundation of The City University of New York•New York, NY

5d•Onsite

About The Position

The New York Early Childhood Professional Development Institute leads the work to establish and implement an early childhood workforce system to ensure funding, standards and competencies, career development resources, qualifications and credentials, professional development (training and strengths-based coaching), and program quality assurance and improvement for individuals who work with young children throughout New York. Housed at the City University of New York, the Institute is a fast-paced, dynamic public/private partnership that is committed to the early childhood workforce across New York State. The Institute’s Professional Development team ensures that New York’s early childhood workforce has access to a comprehensive suite of high-quality training and technical assistance aligned with professional competencies and designed to support children’s well-being, learning, and development. Reporting to the Coaching Manager, the Early Childhood Coach plays a critical role in this work by partnering with educators and program leaders to strengthen practice, close gaps in knowledge and implementation, and advance overall program quality.

Requirements

Master's degree in early childhood education or related field
NYAEYC Training and Technical Assistance (T-TAP) Credential - Coach Designation, or the qualifications required to obtain this credential within six months of hire
At least six years of direct service experience in early childhood education as a teacher or family childcare provider
Minimum of two years of relationship-based coaching experience
Deep knowledge of early childhood development, pedagogical practice, and adult learning theory
Demonstrated ability to build trusting, collaborative relationships with educators and program leaders
Strong interpersonal, reflective, and communication skills
Commitment to continuous improvement in early childhood programs and ongoing professional growth
Demonstrated adaptability, flexibility, and growth mindset in diverse and evolving coaching contexts
Ability to travel via public transportation or access to reliable transportation is required.
Ability to travel to sites across the five boroughs, Long Island and Westchester as assigned is required.

Nice To Haves

Bilingual in Spanish, Bengali, Russian, and/or Mandarin
Active and current profile in The Aspire Registry, New York’s early childhood workforce registry
Working knowledge of National Association for the Education of Young Children (NAEYC) guidance documents (e.g., Code of Ethics, Early Childhood Program Standards, Advancing Equity), Head Start Program Performance Standards, the NYS Core Body of Knowledge, and the NYS Early Learning Guidelines
Experience as a Family Child Care Provider or providing consulting or coaching services to family childcare providers
Knowledge of NYS T-TAP Coaching Competencies
Leadership experience preferred
NYAEYC Training and Technical Assistance (T-TAP) Professional Development Specialist (PDS) Designation
Commitment to ongoing learning, reflective practice, and skill development in coaching
Ability to contribute to a collegial, collaborative coaching culture grounded in shared learning and mutual support

Responsibilities

Provide in-person, virtual, and hybrid coaching to teachers, program leaders, center- and school-based classroom staff, and family childcare providers in alignment with the Institute’s coaching model and project scope
Partner with coachees to develop and implement standards-aligned action plans that advance educator practice and program quality
Use data to monitor progress toward goals and inform differentiated coaching support
Maintain regular communication with coachees and program leaders, including scheduling sessions and site visits, sending follow-up communication, and sharing written reports as required
Maintain accurate and up-to-date records of coaching sessions, professional learning activities, action plans, and progress toward goals in the Institute’s coaching database
Prepare clear, concise coaching summary reports for educators and program leaders
Design and facilitate professional learning experiences, including training sessions, professional learning communities, communities of practice, and peer learning groups
Collaborate with Institute teams, statewide stakeholders, and agency partners to align coaching efforts with broader program improvement goals
Contribute to the development and implementation of new professional learning content and coaching strategies
Attend team meetings, learning communities, and Institute-wide events.
Contribute to the development and maintenance of training and coaching resources.
Represent the Institute at local, regional, and statewide events and conferences.
Perform other duties as assigned.