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

Buffalo Public Schools; Buffalo (NY); On-site; USD 65,000 - 90,000; Full time

Job summary

Buffalo Public Schools is seeking a Pre-Kindergarten Instructional Coach – TOSA within the Department of Elementary Education. The role focuses on coaching Pre-K teachers, supporting curriculum alignment with NYS Early Learning Standards, and using data-driven practices to inform instruction.

Ideal candidates will have a Master's degree and NYS certification including Pre-K, with at least three years of urban teaching/coaching experience and strong leadership and communication skills.

Qualifications

• Master's degree required, NYS cert with Pre-K in at least one area.
• Minimum three years teaching/coaching in urban setting; Pre-K experience preferred.
• Strong written/spoken communication and leadership skills.

Responsibilities

• Provide job-embedded coaching to Pre-K teachers to implement district initiatives.
• Support Pre-K curricula aligned with NYS Early Learning Standards.
• Collaborate with principals and district staff to improve instructional practices.

Skills

Leadership capacity

Communication skills

Instructional coaching

Data-driven decision making

Education

Master's degree

NY State certification including Pre-K

Tools

DDI process

Data analytics tools

Job description

BOARD OF EDUCATION

DEPARTMENT OF HUMAN RESOURCES

BUFFALO, NEW YORK 14202

RECRUITMENT BULLETIN RB#26-174

PRE-KINDERGARTEN INSTRUCTIONAL COACH - TOSA

DATE: OCTOBER 16, 2026

NOTICE OF POSITION

POSITION:

The Interim Superintendent of Schools, Dr. Ebony Prophet-Bullock, is interested in receiving applications from qualified candidates for the position of:

PRE-KINDERGARTEN INSTRUCTIONAL COACH – TOSA

Department of Elementary Education

QUALIFICATIONS:

Candidates must possess a Master’s degree and valid New York State certification that includes Pre-Kindergarten in one or more of the following areas: Early Childhood Education, Literacy/Reading, Childhood Education, or Special Education. Applicants are required to upload a copy of their certification(s) in PDF format or as a screenshot as part of the application process.

Candidates must have a minimum of three years of successful teaching and/or instructional coaching experience in an urban educational setting. Experience working directly with Pre-Kindergarten students and teachers is strongly preferred.

The ideal candidate will demonstrate deep knowledge of developmentally appropriate practices for young children and expertise in supporting high-quality instruction across all areas of the Pre-K curriculum.

Consideration will be given to candidates with experience and expertise in:

• Early literacy development and evidence-based instructional practices


• Child assessment, progress monitoring, and data-driven decision making


• Professional learning design, facilitation, and coaching


• New York State Early Learning Standards


• District Pre-K assessment systems and Pre-K screening tools


• Inclusive practices that support diverse learners, including students with disabilities and multilingual learners


• Curriculum implementation and classroom-based instructional support

The successful candidate must possess exceptional written, verbal, and interpersonal communication skills, strong organizational skills, and the ability to build collaborative relationships with teachers, administrators, and families. Candidates should demonstrate leadership capacity, proficiency with instructional technology, and the ability to establish confidential, trust-based coaching relationships that encourage reflection, continuous improvement, and professional risk-taking.

Preference will be given to candidates with experience leading professional development, modeling instructional strategies, conducting classroom observations, and supporting the implementation of high-quality early childhood programs.

RESPONSIBILITIES:

Responsibilities include, but are not limited to:

• Provide job-embedded coaching, guidance, and support to Pre-Kindergarten teachers to ensure the effective and sustained implementation of district initiatives, programs, and priorities.


• Support teachers and administrators in the implementation of 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 through the use of research-based, developmentally appropriate teaching strategies.


• Facilitate the implementation of high-quality instructional practices across all content areas, including 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.


• Utilize the Data-Driven Inquiry (DDI) process to support instructional decision-making, 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 utilizing authentic assessments and developmental screening tools to guide instructional planning.


• Assist teachers in the development, implementation, and monitoring of classroom action plans based on student and program data.


• Design, facilitate, and evaluate professional learning opportunities for teachers and administrators, including grade-level meetings, professional development sessions, conference days, and district initiatives.


• Model effective instructional strategies and best practices in classroom settings through demonstration lessons, co-teaching, observation, and reflective coaching conversations.


• Provide ongoing support in key areas of early childhood instruction, including:
  
  
  
  • Daily schedules and routines
  
  
  • Whole-group instruction
  
  
  • Small-group instruction
  
  
  • Intentional teaching practices
  
  
  • Learning centers
  
  
  • Play-based and inquiry-driven learning experiences
  
  
  • Family engagement practices
  
  
  • Inclusive and culturally responsive instructional practices
  
  
  
  


• Assist teachers in selecting and adapting instructional materials and resources to meet the diverse needs of all learners, including students with disabilities and multilingual learners.


• Foster systems of 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 ensure alignment of instructional expectations, program requirements, and best practices.


• Collaborate with department administrators, instructional coaches, related service providers, and interdisciplinary teams to ensure cohesive support for Pre-K programs.


• Develop, maintain, and update department resources, communication platforms, and digital tools to support 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.


• Remain 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 by providing expertise in early childhood development, curriculum, instruction, assessment, and continuous improvement practices.


• Perform other duties and responsibilities as assigned that support the goals, mission, and vision of the Department of Early Childhood Education and the Buffalo Public Schools.

This recruitment bulletin in no way states or implies that these are the only duties to be performed by this employee. The employee will be required to follow any other instructions and to perform any other related duties as assigned by the appropriate administrator or supervisor. Buffalo Public Schools reserves the right to update, revise or change this recruitment bulletin and related duties at any time without prior notice.

APPOINTMENT:

Appointment will be made by the Board of Education upon the recommendation of the Superintendent following assessment of training, experience, credentials and evaluation of service. Personal interviews and a writing sample shall be scheduled. This appointment will be processed as “temporarily assigned” to the position for a three-year cycle. All temporary assignments end no later than June 30th and must be processed each year.

SALARY:

Per Teacher Salary Schedule

FUNDING:

F7104F20 110 SG27 (95%) / F7104F20 110 EA27 (5%)

FINAL DATE FOR FILLING:

OCTOBER 29, 2026

DR. EBONY PROPHET-BULLOCK

INTERIM SUPERINTENDENT OF SCHOOLS

The Buffalo Public School District does not discriminate on the basis of an individual's actual or perceived race, color, creed, religion, religious practice, national origin, ethnic group, sex (including sexual harassment and sexual violence), gender identity, sexual orientation (the term "sexual orientation" means heterosexuality, homosexuality, bisexuality, or asexuality), political affiliation, age, marital status, military status, veteran status, disability, weight, domestic violence victim status, arrest or conviction record, genetic information or any other basis prohibited by New York state and/or federal non-discrimination laws in its programs and activities and provides equal access to the Boy Scouts and other designated youth groups. Inquiries regarding the District's non-discrimination policies should be directed to [e-mail] or to: Tami Hollie McGee, Chief of Human Resources 719 City Hall Buffalo, NY 14202 [phone].