Early Education Quality Specialist

Paycom - ATS; Jacksonville (NC); On-site; USD 52,000 - 70,000; Full time

Job summary

One Place seeks an Early Education Quality Specialist to lead coaching, professional development, and data-driven improvement across Onslow and surrounding counties. You will translate state requirements into scalable strategies, coach educators, and support program quality with validated tools.

The role emphasizes equitable access to high-quality early education, cross-sector collaboration, and workforce development, with onsite field work and occasional travel across Territory 4.

Qualifications

• Bachelor's degree in early childhood education or related field.
• Experience in coaching, technical assistance, or professional development.
• Knowledge of NC child care regulations and quality frameworks.

Responsibilities

• Lead a regional caseload to drive quality-improvement initiatives.
• Design and facilitate professional development aligned with standards.
• Provide coaching, technical assistance, and data-driven feedback.
• Develop and implement targeted action plans with measurable goals.
• Monitor program quality, compliance, and educator performance.

Skills

Coaching

Data analysis

Training design

Program evaluation

Education

Bachelor's degree in ECE

North Carolina ECE cert level 11+

Job description

Job Details

Job Location: Jacksonville, NC 28546, Position Summary:

The Early Education Quality Specialist (EEQS) provides strategic support and expertise for early care and education quality across Onslow County and territory partnerships, advancing Smart Start and Child Care Resource & Referral (CCR&R) priorities. This role builds organizational and educator capacity by leading evidence-informed coaching, technical assistance, professional development, assessment, and cross-sector collaboration. Through data-driven planning and sustained stakeholder engagement, the Specialist strengthens instructional practice, inclusive learning environments, school readiness, workforce development, and equitable access to high-quality early education services.

The EEQ Specialist manages a regional caseload of early education programs and applies recognized quality frameworks, regulatory expertise, and validated assessment tools to generate measurable improvements in educator performance, program compliance, and child outcomes. The position also shapes career pathways, supports program start‑up and sustainability, and serves as a trusted advisor to administrators, educators, families, funders, and public‑sector partners.

Operating with substantial autonomy and accountability, the Specialist translates complex state requirements, grant commitments, and organizational objectives into scalable improvement strategies. Responsibilities encompass performance monitoring, outcomes evaluation, professional learning communities, community outreach, and disciplined documentation aligned with Smart Start, CCR&R, CQI, NC Pre‑K, Three School, DCDEE, and Early Years expectations.

Essential Duties and Responsibilities

Technical Assistance and Coaching

• Lead a local and territory caseload of child care programs within the Eastern CCR&R Region, Territory 4—Onslow, Sampson, Duplin, Pender, New Hanover, Brunswick, and Columbus Counties—driving strategic quality‑improvement initiatives, delivering targeted technical assistance, and measuring progress against defined performance standards.
• Implement a comprehensive coaching model that includes collaborative planning, observation, guided practice, reflective inquiry, and strength‑based, data informed feedback to strengthen educator effectiveness and program quality.
• Provide specialized consultation, coaching, and technical assistance to teachers, administrators, and early childhood professionals to support continuous quality improvement and achievement of program goals.
• Develop and implement individualized Technical Assistance Plans with measurable goals, timelines, and success indicators to support sustainable improvement.
• Conduct classroom and program assessments using validated observation and evaluation tools, including CLASS™ ITERS, ECERS, SACERS, and PAS, to identify strengths, improvement opportunities, and quality benchmarks.
• Serve as a subject matter expert in evidence-based early childhood practices, including instructional quality, teacher‑child interactions, social‑emotional learning, trauma‑informed care, responsive teaching, and classroom environment enhancement.
• Support programs in achieving and maintaining quality standards, including efforts to improve facility star ratings and compliance with state expectations.

Professional Development & Regional Training

• Design, develop, and facilitate comprehensive professional development initiatives aligned with IACET standards and organizational priorities, incorporating measurable learning objectives, evidence-based instructional strategies, participant assessment, and evaluation of training effectiveness.
• Serve as a lead trainer for early childhood professionals, administrators, and community partners to strengthen workforce competency, program quality, and child outcomes.
• Develop curricula, instructional materials, and state‑approved training eligible for DCDEE credit hours and coordinate CEU opportunities, including documentation and compliance requirements.
• Coordinate and deliver professional development opportunities to the CCR&R region and statewide, ensuring equitable access to high‑quality training and technical assistance.
• Utilize evidence-based and differentiated instructional strategies to meet the diverse learning needs of adult learners.
• Collaborate with educators, program leadership, and community stakeholders to build organizational capacity and support quality improvement through professional learning.

Documentation and Continuous Improvement

• Maintain accurate and timely records of coaching, technical assistance, training, assessments, site visits, referrals, action plans, participant outcomes, and related program activities.
• Collect, analyze, manage, and report service delivery, program, participant, and community data in accordance with CCR&R, DCDEE, Early Years, Smart Start, grant, and one Place reporting requirements.
• Utilize data, participant feedback, assessment outcomes, and evaluation findings to inform decision‑making, service improvements, and strategic recommendations.
• Develop data‑informed recommendations to strengthen coaching, professional development, and technical assistance services.
• Assist with reporting, monitoring activities, grant documentation, contract deliverables and other accountability requirements.
• Monitor emerging research, trends, and regulatory changes in early childhood education and maintain professional expertise through ongoing learning and credentialing activities.
• Maintain professional expertise through ongoing professional development, credentialing, and participation in state and national learning opportunities.

Child Care Start‑Up & Program Support

• Provide consultation and technical assistance to new and emerging child care centers and family child care homes, including support with program readiness, temporary licensing, start‑up activities, and transition to ongoing quality improvement support.
• Support child care programs in developing policies and practices that promote effective recruitment, retention, professional development, family engagement, and advancement of qualified educators.
• Provide Administrative Action training and technical assistance as required by the North Carolina Division of Child Development and Early Education (DCDEE).
• Support compliance with DCDEE licensing requirements, Smart Start and CCR&R grant expectations, local program requirements, and One Place policies.

Community Outreach & Professional Responsibilities

• Attend and support community events and promote awareness of the importance of high‑quality early childhood education, child development, and school readiness through community outreach, education, and engagement initiatives.
• Collaborate with regional partners, local agencies, Early Years staff, and other stakeholders to strengthen referral networks, coordinate early childhood services, and expand access to high‑quality early care and education throughout Territory4.
• Serve as a liaison between One Place, child care providers, families, and community partners to advance early childhood quality improvement and school readiness priorities.
• Attend and support community events

General Professional Responsibilities

• Demonstrate commitment to the One Place mission, values, policies, and school readiness priorities in the performance of daily job responsibilities.
• Report suspected child abuse, neglect, and other required incidents in accordance with applicable laws, regulations, and organizational policies.
• Maintain professional relationships, confidentiality, and effective communication with providers, families, community partners, and staff.
• Perform all other duties as assigned.

Qualifications: Qualifications and Requirements

Education and Credentials

• Bachelor's degree in early childhood education, Child Development, or a related field required; three to five years of progressive experience in early education quality improvement, coaching, technical assistance, consultation, or professional development preferred.
• Current North Carolina Early Educator Certification Level 11 or higher, or ability to obtain it, with required Technical Assistance and Professional Development endorsements.

Knowledge and Professional Expertise

• Working knowledge of North Carolina child care regulations, NC Foundations, Smart Start, CCR&R, CQI, Pathways to the Stars QRIS, Professional Learning Communities, inclusive practice, and recognized classroom assessment frameworks
• Train‑the‑Trainer credentials in areas such as IT-SIDS, CPR/First Aid, Playground Safety, BSAC, and NCFELD.

Communication, Collaboration and Technology Skills

Strong communication, relationship-building, organizational, documentation, and data management skills. Ability to collaborate effectively with diverse educators, families, program leaders, service providers, and community partners. Skilled in Microsoft Office applications, database systems, virtual service delivery, and accurate performance reporting. Ability to facilitate professional development and communicate information effectively through in‑person and virtual formats. Demonstrated strength in stakeholder engagement, relationship management, critical thinking, project organization, documentation, data analysis, and delivery of measurable quality‑improvement outcomes.

Work Requirements

• Ability to manage multiple priorities and provide onsite and virtual technical assistance and support across assigned service areas.
• Valid driver’s license, reliable transportation, and current automobile insurance; ability to manage competing priorities, travel regularly throughout Territory4, and work occasional evenings and weekends.
• Ability to lift and carry materials weighing up to 35 pounds.