Pre-Kindergarten Instructional Coach (TOSA) - RB#26-174

Buffalo Public Schools•Buffalo, NY

About The Position

The Buffalo Public Schools Department of Elementary Education is seeking a Pre-Kindergarten Instructional Coach (TOSA) to provide job-embedded coaching and instructional support to Pre-Kindergarten teachers and administrators. The coach will support implementation of district-approved curricula, instructional frameworks, initiatives, and priorities aligned with the New York State Early Learning Standards. The role focuses on strengthening developmentally appropriate instruction, assessment-informed decision-making, inclusive practices, professional learning, and positive child outcomes across Pre-K programs. The successful candidate will collaborate with teachers, principals, district administrators, community-based organizations, related service providers, families, and interdisciplinary teams. They will design and facilitate professional learning, model instructional strategies, support classroom planning and implementation, analyze assessment and observational data, and maintain resources and communication tools for program implementation and family engagement. The position also includes coordinating district-wide Pre-K events, initiatives, educational experiences, and field trips, and staying current with early childhood research, best practices, state guidance, and policy updates. Appointment will be made by the Board of Education upon the Superintendent’s recommendation following assessment of training, experience, credentials, and service evaluation. Personal interviews and a writing sample will be scheduled. The appointment is processed as temporarily assigned for a three-year cycle; temporary assignments end no later than June 30 and must be processed each year. Salary is per the Teacher Salary Schedule.

Requirements

Master’s degree.
Valid New York State certification that includes Pre-Kindergarten in one or more of these areas: Early Childhood Education, Literacy/Reading, Childhood Education, or Special Education.
At least three years of successful teaching and/or instructional coaching experience in an urban educational setting.
Exceptional written, verbal, and interpersonal communication skills.
Strong organizational skills and ability to build collaborative relationships with teachers, administrators, and families.
Leadership capacity.
Proficiency with instructional technology.
Ability to establish confidential, trust-based coaching relationships that encourage reflection, continuous improvement, and professional risk-taking.
Applicants must upload a copy of their certification(s) in PDF format or as a screenshot as part of the application process.

Nice To Haves

Experience working directly with Pre-Kindergarten students and teachers is strongly preferred.
Deep knowledge of developmentally appropriate practices for young children and expertise supporting high-quality instruction across all areas of the Pre-K curriculum.
Experience with early literacy development and evidence-based instructional practices.
Experience with child assessment, progress monitoring, and data-driven decision-making.
Experience designing, facilitating, and coaching professional learning.
Knowledge of New York State Early Learning Standards.
Experience with district Pre-K assessment systems and Pre-K screening tools.
Experience supporting inclusive practices for diverse learners, including students with disabilities and multilingual learners.
Experience with curriculum implementation and classroom-based instructional support.
Preference for experience leading professional development, modeling instructional strategies, conducting classroom observations, and supporting high-quality early childhood programs.

Responsibilities

Provide job-embedded coaching, guidance, and support to Pre-Kindergarten teachers to ensure effective and sustained implementation of district initiatives, programs, and priorities.
Support teachers and administrators in implementing district-approved Pre-K curricula and instructional frameworks aligned with the New York State Early Learning Standards.
Collaborate with teachers, building principals, and district administrators to strengthen instructional practices using research-based, developmentally appropriate teaching strategies.
Facilitate high-quality instructional practices across early literacy, mathematics, science, social-emotional learning, and inquiry-based learning.
Support teachers in planning and preparing curriculum-aligned lessons, learning experiences, classroom materials, and instructional resources.
Use the Data-Driven Inquiry process to support instructional decisions, small-group instruction, intervention planning, and differentiated learning opportunities.
Analyze student assessment, screening, progress-monitoring, and observational data to identify trends, inform instruction, and promote positive child outcomes.
Support teachers in administering, interpreting, and using authentic assessments and developmental screening tools to guide instructional planning.
Assist teachers in developing, implementing, and monitoring classroom action plans based on student and program data.
Design, facilitate, and evaluate professional learning for teachers and administrators, including grade-level meetings, professional development sessions, conference days, and district initiatives.
Model effective instructional strategies and best practices through demonstration lessons, co-teaching, observation, and reflective coaching conversations.
Provide support for daily schedules and routines, whole-group and small-group instruction, intentional teaching, learning centers, play-based and inquiry-driven learning, family engagement, and inclusive and culturally responsive instruction.
Assist teachers in selecting and adapting materials and resources for diverse learners, including students with disabilities and multilingual learners.
Foster communication, collaboration, and continuous improvement among teachers, school leaders, district staff, and community partners.
Communicate regularly with school-based staff and community-based organizations to align instructional expectations, program requirements, and best practices.
Collaborate with department administrators, instructional coaches, related service providers, and interdisciplinary teams to coordinate support for Pre-K programs.
Develop, maintain, and update department resources, communication platforms, and digital tools supporting program implementation and family engagement.
Coordinate and support district-wide Pre-K events, initiatives, educational experiences, and field trips that enhance student learning and family engagement.
Stay current with emerging research, best practices, state guidance, and policy updates related to early childhood education and instructional coaching.
Serve as a resource to administrators and teachers on early childhood development, curriculum, instruction, assessment, and continuous improvement.
Perform other related duties as assigned in support of the Department of Early Childhood Education and Buffalo Public Schools.