Intervention Coach (Early Years)

Washington Yu Ying Public Charter School•Washington, DC

2d•$84,802 - $91,775•Onsite

About The Position

Washington Yu Ying Public Charter School seeks an Intervention Coach (Early Years) for the District in Washington, DC. This role involves collaborating with teachers and teams on differentiation using Primary Years Program (PYP) instructional practices for grades PreK-K through the Chinese language to cultivate instructional effectiveness. The coach will support strategies to grow student early achievement socially, emotionally, and cognitively. Responsibilities include designing play-based learning experiences for PreK-K teachers based on team needs, creating opportunities for new students and families to understand Chinese language development and proficiency, and fostering a learning community through professional development, coaching, and feedback. The coach will also build an early years teaching fellows toolkit of practices and educational capacity to establish a strong pipeline of lead teachers. Additionally, the role involves collaborating on and coordinating enriching school events for early years families to enhance understanding of the home-school learning connection, and analyzing and supporting the design of instruction to address racial and socioeconomic disparities. Background checks are required.

Requirements

Bachelor's degree in education or any related field.
3 years of relevant early years teaching experience.
Fluency in Mandarin Chinese required.
Must undergo background checks.

Responsibilities

Collaborate with teachers and teams on differentiation using Primary Years Program (PYP) instructional practices (grades PreK-K) through Chinese language.
Support strategies to grow student early achievement (socially, emotionally, and cognitively).
Design play-based learning experiences for PreK-K teachers based on team needs.
Design opportunities for new students and families to help them understand Chinese language development and proficiency.
Design learning community through professional development, coaching, and feedback (based on observations and lead teacher data).
Build early years teaching fellows toolkit of practices and educational capacity to build a strong pipeline of lead teachers.
Collaborate on and coordinate enriching school events for families in early years for better understanding of the connection between home and school learning.
Analyze and support the design of instruction to address racial and socioeconomic disparities.