Early Childhood Specialist

Boys and Girls Club of the Northern Plains•Flandreau, SD

2d•Onsite

About The Position

The Early Childhood Specialist is the on-the-floor supervisor across all age groups at the Early Childhood Center, from infants through preschool, and serves as second in command to the Center Director for program quality, curriculum fidelity, and classroom standard operating procedures (SOPs). The Center Director sets lesson plans; the Specialist ensures they are implemented consistently in every classroom and shares observations of children’s interests to support emergent, interest-led, inquiry-based planning. The Specialist promotes continuity of care, supports high-quality developmentally appropriate learning, and coaches and retrains teachers in play-based, emergent, and project-based practices. The Specialist works actively on the floor throughout the day and is not counted in ratio, allowing movement among classrooms to observe, coach, model, and support teaching staff. When the Center Director is absent, the Specialist leads program quality, curriculum fidelity, and classroom SOP adherence, making in-the-moment decisions within that scope and escalating other matters as appropriate.

Requirements

Associate’s degree in Early Childhood Education or Child Development; a Child Development Associate (CDA) credential is required if the Associate’s degree is not yet completed.
At least 3 years of classroom experience in a high-quality early childhood program.
Working knowledge of developmentally appropriate practice across age groups from infants through preschool.
Experience with or strong working knowledge of Creative Curriculum and Teaching Strategies GOLD.
Demonstrated ability to coach, mentor, and develop adult learners in a professional setting and hold staff accountable to established procedures.
Knowledge of NAEYC Program Standards and SD DSS child care licensing regulations.
Sound judgment and ability to make decisions and remain calm under pressure.
Experience in or commitment to trauma-informed, culturally responsive, and inclusive early childhood practice.
Strong observational, written feedback, and interpersonal communication skills.
Understanding of continuity of care practices.
Strong working knowledge of play-based, emergent, and project-based learning, with the ability to train and coach teachers in these approaches.
CPR/First Aid certification, or ability to obtain it within 90 days of hire.
Satisfactory background check per SD DSS requirements.
Ability to work actively in classroom environments throughout the shift.
Ability to sit on the floor, kneel, crouch, and move at a child’s level.
Ability to lift up to 40 pounds.
Ability to supervise children outdoors in varying weather conditions.
Ability to respond quickly in emergency situations.

Nice To Haves

Bachelor’s degree strongly preferred.
Lead teacher, coaching, or supervisory experience preferred.
Experience in a NAEYC-accredited program preferred.

Responsibilities

Serve as the on-the-floor supervisor across all age groups and second in command to the Center Director for program quality and curriculum fidelity, carrying out the Director’s direction and priorities in every classroom.
Ensure the Director’s lesson plans are implemented with fidelity in Infant, Toddler, and Preschool classrooms, including environmental setup, provocations, and enrichment.
Observe and document children’s interests, questions, and play across classrooms and provide regular feedback to the Center Director to inform emergent, interest-led, inquiry-based planning.
Promote continuity of care and curriculum fidelity across age groups, supporting consistent relationships, routines, and learning as children transition between classrooms.
Ensure children receive high-quality early childhood experiences and developmentally appropriate, play-based learning.
Coach, retrain, and reteach teachers in play-based, emergent, and project-based learning practices as directed or as observation indicates a need.
Conduct structured classroom observations and provide timely written feedback and one-on-one coaching conversations.
Model developmentally appropriate, trauma-informed, and culturally responsive teaching practices in classrooms.
Partner with teachers on Teaching Strategies GOLD assessment practices, ensure observation documentation and checkpoints are completed on time, and share assessment insights with the Center Director.
Identify teacher development needs and collaborate with the Center Director on targeted professional development plans.
Observe children across classrooms and advise the Center Director on readiness for classroom transitions.
Partner with families to communicate and support children’s educational progress and developmental needs.
Conduct ongoing performance observations of teachers and classroom assistants and submit documented findings to the Center Director for formal performance reviews.
Contribute to NAEYC accreditation portfolio documentation related to curriculum, assessment, and teaching practice standards.
Maintain current knowledge of early childhood best practices through ongoing professional development.
Ensure classroom SOP adherence and a safe, high-quality learning environment; coach staff on gaps and report ongoing concerns to the Center Director.
Conduct routine classroom and environment checks for compliance with SD DSS licensing regulations, NAEYC standards, and Club health and safety policies.
Support ratio coverage as needed during transitions and staffing gaps.
In the Center Director’s absence, lead program quality, curriculum fidelity, and classroom SOPs; make in-scope decisions consistent with the Director’s direction.
Address classroom practice, SOP, and safety concerns, document them, and escalate matters outside the role’s scope to Club leadership as appropriate.
Respond to family questions about classroom practice and children’s learning and development when the Center Director is absent.
Provide the Center Director with a summary of significant classroom issues, decisions, and follow-up items upon the Director’s return.