Early Childhood Teaching and Learning Specialist

Kankakee School District 111; Early (TX); On-site; USD 60,000 - 90,000; Full time

Benefits offered by this job

Travel between sites

Professional development opportunities

Job summary

The Kankakee School District 111 seeks an Early Childhood Teaching & Learning Specialist to lead instructional coaching, model effective practices, and support classrooms across Head Start, PFA, and PFAE programs. You will work with teachers, paraprofessionals, and staff to promote school readiness and high-quality learning experiences.

Responsibilities include classroom observations, coaching plans, PD facilitation, data analysis, and collaboration on curriculum alignment with ISBE/Head Start

Qualifications

• Master’s degree in Early Childhood Education or related field.
• Professional Educator License with Early Childhood Endorsement preferred.
• Minimum of five years of Early Childhood teaching experience.
• Experience in Head Start, Preschool for All (PFA), or related programs preferred.
• Strong coaching, data analysis, and instructional leadership skills.
• Valid driver’s license and reliable transportation.

Responsibilities

• Conduct regular classroom observations and provide coaching to teachers and paraprofessionals.
• Develop and implement individualized coaching plans and model best practices.
• Lead professional learning communities and facilitate PD aligned with program goals.
• Support curriculum implementation and alignment with state and Head Start standards.
• Monitor school readiness outcomes and analyze data to inform instruction.

Skills

Coaching

Observation

Data analysis

Curriculum alignment

Professional development

Education

Master’s Degree in Early Childhood Education

Minimum five years of Early Childhood teaching experience

Job description

Position Title

Early Childhood Teaching and Learning Specialist

Payroll / Personnel Type

10 Months

Reports To

Director of Early Childhood or Designee

Shift Length

7.25 Hours Day

Union Eligibility

Not Eligible

Position Purpose

The Early Childhood Teaching & Learning Specialist serves as an instructional leader responsible for improving teaching practices, strengthening instructional quality, supporting school readiness, and increasing positive child outcomes across Head Start, Preschool for All (PFA), and Preschool for All Expansion (PFAE) classrooms. The specialist provides coaching, modeling, professional development, classroom support, data analysis, and instructional leadership to ensure high‑quality learning experiences for all children.

Summary

The Early Childhood Teaching & Learning Specialist provides direct support to teachers, paraprofessionals, and classroom teams through coaching, modeling, observation, professional learning, and instructional leadership. The specialist works alongside staff and students to ensure developmentally appropriate, engaging, language‑rich, and high‑quality learning experiences that support school readiness and positive child outcomes.

Essential Duties & Tasks

Instructional Coaching & Professional Learning

• Conduct regular classroom observations.
• Develop and implement individualized coaching plans.
• Provide ongoing coaching and support to teachers and paraprofessionals.
• Facilitate reflective conversations and goal‑setting meetings.
• Support staff in identifying strengths and areas for growth.
• Lead professional learning communities and collaborative planning opportunities.
• Design and facilitate professional development aligned with program goals.

Classroom Modeling & Student Support

• Model high‑quality instructional practices in classrooms.
• Demonstrate effective whole‑group, small‑group, and center‑based instruction.
• Work directly with students to model engagement strategies and instructional techniques.
• Support teachers during lessons and instructional activities.
• Assist with classroom management and behavior support strategies.
• Demonstrate developmentally appropriate teaching practices.
• Support implementation of research‑based instructional strategies.

Curriculum Implementation

• Support implementation of curriculum with fidelity.
• Assist teachers in planning developmentally appropriate lessons.
• Review lesson plans and provide feedback.
• Support instructional alignment with Illinois Early Learning and Development Standards (IELDS), Head Start Early Learning Outcomes Framework (HSELOF), and district expectations.
• Assist staff in developing student‑friendly learning objectives and success criteria.

School Readiness Leadership

• Participate as a member of the School Readiness Team.
• Assist with development, implementation, and monitoring of School Readiness Goals.
• Support kindergarten readiness efforts and transition planning.
• Monitor instructional practices that impact school readiness outcomes.
• Assist classrooms in creating intentional learning experiences that support child growth and development.

Child Outcomes & Data Analysis

• Review and analyze child outcome data including DRDP, Brigance, ASQ, and other assessment tools.
• Assist teams in using data to inform instruction.
• Support progress monitoring and goal‑setting processes.
• Analyze trends and assist in developing action plans.
• Monitor child growth and school readiness outcomes.

Language Literacy & Mathematics Expectations

• Support literacy‑rich learning environments.
• Model strategies that strengthen vocabulary, oral language, phonological awareness, and comprehension.
• Support development of early mathematics and problem‑solving skills.
• Promote intentional conversations and meaningful student discourse.

Class Improvement & Quality Initiatives

• Conduct CLASS observations and coaching support.
• Assist staff in improving Emotional Support, Classroom Organization, and Instructional Support domains.
• Support continuous quality improvement efforts.
• Assist with ECERS action planning and classroom quality improvement initiatives.

Pyramid Model & Social‑Emotional Learning

• Support implementation of the Pyramid Model framework.
• Assist teachers with social‑emotional learning strategies.
• Support positive behavior interventions and classroom management practices.
• Collaborate with the Early Childhood Wellness & School Readiness Specialist to support student success.

Inclusion & Disabilities Support

• Collaborate with Early Childhood Special Education staff and related service providers.
• Assist teachers with accommodations and modifications.
• Support inclusive instructional practices.
• Participate in student support and transition meetings as needed.

Multilingual Learner Support

• Support culturally and linguistically responsive instructional practices.
• Collaborate with multilingual staff and teachers.
• Assist classrooms in supporting dual‑language learners and multilingual students.

Family Engagement

• Support family learning opportunities and family engagement activities.
• Participate in family events and workshops.
• Promote home‑school partnerships that strengthen student learning.

Continuous Quality Improvement

• Participate in self‑assessments, monitoring reviews, and program improvement activities.
• Assist administration with instructional reports and data analysis.
• Support implementation of grant goals and program objectives.

Knowledge & Skills

• Extensive knowledge of Early Childhood Education and child development.
• Knowledge of Head Start Performance Standards and ISBE PFA/PFAE requirements.
• Knowledge of curriculum implementation and assessment practices.
• Knowledge of CLASS, ECERS‑3, Practice‑Based Coaching, and Pyramid Model.
• Ability to model effective instructional practices.
• Strong coaching and facilitation skills.
• Ability to analyze data and support instructional decision‑making.
• Strong communication and collaboration skills.
• Ability to build trusting relationships with staff, families, and community partners.

Supervisory Responsibilities

This position does not directly supervise staff; however, the Early Childhood Teaching & Learning Specialist provides coaching, training, mentoring, and instructional leadership to teachers, paraprofessionals, and classroom teams.

Success Measures

• Increased school readiness outcomes.
• Improved instructional quality.
• Improved CLASS scores.
• Improved ECERS outcomes.
• Increased teacher effectiveness and confidence.
• Increased student engagement and participation.
• Improved child outcome data.
• Increased implementation of curriculum with fidelity.
• Increased family engagement.
• Successful implementation of professional learning initiatives.
• Compliance with Head Start and ISBE requirements.

Core Beliefs

• Every child can learn, grow, and succeed.
• High‑quality teaching changes lives.
• Relationships are the foundation of learning.
• Every interaction is an opportunity to support growth.
• Children thrive when educators continuously improve their practice.
• Family partnerships strengthen student success.
• School readiness begins with intentional teaching and meaningful relationships.

Additional Expectations

• Maintain active supervision when supporting classrooms.
• Travel between sites and partner districts as needed.
• Attend required meetings, trainings, and professional development opportunities.
• Support classrooms directly when needed.
• Work alongside students, teachers, and families to promote success.
• Maintain confidentiality and professionalism.
• Perform all other duties as assigned.

Primary Goal

To improve instructional effectiveness, school readiness outcomes, teacher capacity, and student achievement through coaching, modeling, collaboration, and continuous improvement practices.

Priority Areas

• Instructional Excellence
• School Readiness
• Curriculum & Assessment
• Classroom Coaching
• Professional Learning
• Child Outcomes & Data Analysis
• CLASS Improvement
• Pyramid Model Implementation
• Language & Literacy Development
• Family Engagement
• Inclusion & Disabilities Support
• Multilingual Learner Support
• Continuous Quality Improvement

Minimum Qualifications

• Master’s Degree in Early Childhood Education, Curriculum & Instruction, Educational Leadership, Child Development, Special Education, or a related field.
• Professional Educator License (PEL) with Early Childhood Endorsement preferred.
• Minimum of five (5) years of successful Early Childhood teaching experience.
• Experience working in Head Start, Preschool for All, Preschool for All Expansion, or Early Childhood Special Education preferred.
• Demonstrated expertise in curriculum, assessment, child development, instructional practices, and coaching.
• Valid driver’s license and reliable transportation.

Preferred Qualifications

• CLASS Reliable Certification.
• ECERS‑3 experience.
• Pyramid Model Training.
• Practice‑Based Coaching Training.
• Bilingual (English/Spanish) preferred.
• Experience facilitating professional development.
• Experience supporting multilingual learners.
• Experience with MTSS implementation.

Disclaimer

The information contained in this job description is for compliance with the Americans with Disabilities Act (ADA) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individuals currently holding this position and additional duties may be assigned.

Equal Opportunity Employer

In connection with hiring for this position, the district shall not discriminate against any employee or applicant for employment because of race, religion, color, sex, sexual orientation, age, disability, veteran status, or national origin.