Specialist, Head Start Early Childhood Professional Learning

District-of-Columbia-Public-School; Washington (District of Columbia); On-site; USD 70,000 - 95,000; Full time

Job summary

District of Columbia Public Schools (DCPS) is seeking a Specialist, Head Start Early Childhood Professional Learning. You will shape LEAP-based professional development for preK teachers, lead learning teams at selected schools, and ensure ECE curriculum alignment.

The role emphasizes collaboration with school leaders and specialists to improve instruction for diverse learners. The position emphasizes adult learning, data analysis, and ongoing content knowledge development, with an emphasis on

Qualifications

• Bachelor's degree and 3–5 years of related work experience.
• Master's degree preferred.
• Experience in or exposure to education sector is a plus.
• Understanding of adult learning theory and experience facilitating group professional development.

Responsibilities

• Leads weekly cycles of planning and content knowledge development tied to LEAP and DCPS-ECE content.
• Collaborates with teachers to analyze practice through classroom observations and data.
• Provides clear feedback to teachers and supports data-informed instruction.
• Builds teachers' capacity to collect and analyze multiple data sources.

Skills

Adult learning theory

Data analysis

Presentation skills

Education

Bachelor's degree

Master's degree preferred

Tools

Excel

PowerPoint

Word

Internet

Email

Job description

Job Title: Specialist, Head Start Early Childhood Professional Learning

The mission of the OfficeofTeaching and Learning (OTL) is to provide educators with curricular resources, academic programs, and aligned professional development to ensure rigorous and joyful learning experiences foreverystudent. OTL team members support school-based staff in implementing DCPS's existing academic programs while simultaneously working to rethink and redesign school programming, academic and curricular resources, and educator professional development.

Divisions/Teams

• TheContent and Curriculumdivision sets the vision for equity and excellence for each content area in DCPS schools by researching, creating, and curating curricular materials and providing aligned professional development experiences to ensure that all students have access to rigorous and joyful learning experiences every day in every content area. The division also supportsschools and develops curriculum and programming in arts, health, physical education, library programs, STEM, global programs, advanced andenriched instruction, and curriculum andassessmentinnovation.

• TheEarly ChildhoodEducationdivision supports schools andfamilies in providingPreKstudents withcomprehensivelearningexperiencesthat foster confidenceand independence.Approximately 6,000 childrenagesthree to five attend early childhood classrooms in 78 elementary schools across the district, including several schools thatoffer Head Start programming.Thedivisionalso manages Early Stagesprogramming whichworks exclusively with children ages 2 years 8 months through 5 years 10 months and is responsible for meeting the District’s obligation under the Individual with Disabilities Education Act (IDEA) Part B (619) to develop a comprehensive child findsystemto identify and locate all preschool-age children in the District who have a disability.Thedivision alsomanages theimplementation ofDCPS' Head Startgrant.

• TheLanguage Acquisitiondivisionwelcomes families of linguistically and culturally diverse backgrounds to DCPS, leads the process ofidentifyingMultilingual Learner students, and supports schools in developing programs that supports English language acquisition and academic growth.This includes support during the academic day and as part of ELSAP, which is a targeted summer program for ML students. The LAD also manages DCPS compliance with the DC Language Access Act, providing translation and interpretation resources to school and central teams.

• TheProfessional Learning and EducationalTechnologydivision sets a vision for professional development for DCPS as well as createssystems, tools, and structures to increase the efficacy of professional learning initiatives. This work includes LEAP, cluster-based PD, districtPDand other learning opportunities. The team works across all DCPSoffices to increase the cohesion of professional development and broad sharing of knowledge, while exploring new avenues and opportunities for meaningful development and learning for our educators. The team also leads efforts to enhance alignment and cohesion of professional learning initiatives and the integration of educational technology.

• The Specialized Instructiondivision works to reduce the opportunity gap between students with IEPs and their non-disabled peers; and increases equity and excellence in schools through specific academic programming, related services, professional learning, school leadership development, family engagement, dispute resolution, and community partnerships.

TheEarly ChildhoodEducationdivision supports schools andfamilies in providingPreKstudents withcomprehensivelearningexperiencesthat foster confidenceand independence.Approximately 6,000 childrenagesthree to five attend early childhood classrooms in 78 elementary schools across the district, including several schools thatoffer Head Start programming.Thedivisionalso manages Early Stagesprogramming whichworks exclusively with children ages 2 years 8 months through 5 years 10 months and is responsible for meeting the District’s obligation under the Individual with Disabilities Education Act (IDEA) Part B (619) to develop a comprehensive child findsystemto identify and locate all preschool-age children in the District who have a disability.Thedivision alsomanages theimplementation ofDCPS' Head Startgrant.

The Specialist, Head Start Early Childhood Professional Learning has a unique opportunity to shape the content, ongoing development, and implementation of LEAP, a school-based model for professional development. The Specialist supports the design and implementation of the professional development experiences for teachers and school leaders to support best practices in early childhood education and is responsible for leading early childhood collaborative learning teams at select schools. The LEAP model for all Early Childhood Education teachers focuses on the creation of ECE content-specific learning communities that engage in cycles of planning, content knowledge development, formative observations, and child work evidence analysis – all tied to the ECE curriculum implemented at the school. The Specialist will be assigned to select schools and will function as the ECE LEAP leader in those schools, supporting all PK teachers, including early childhood generalists and early childhood special educators, within those schools.

This position has been designated as Safety Sensitive. Pursuant to section 410 of Chapter 4 of the D.C. Personnel Regulations; in addition to the general suitability screening, individuals applying for or occupying safety sensitive positions are subject to the following checks and tests: Criminal background check; Sex Offender Registry check; Pre-employment drug and alcohol test; Traffic record check (as applicable); Reasonable suspicion drug and alcohol test; and Post-accident or incident drug and alcohol test.

The Specialist, Head Start Early Childhood Professional Learning will report to the Manager, Head Start Education and Disabilities.

Essential Duties and Responsibilities

The below statements are intended to describe the general nature and scope of work being performed by this position. This is not a complete listing of all responsibilities, duties, and/or skills required. Other duties may be assigned.

• Leads weekly cycles of planning, content knowledge development, formative observations, and child and teacher evidence analysis tied to the DCPS-ECE content, curriculum, and LEAP framework.

• Works collaboratively with teachers to consistently analyze teacher practice through ongoing classroom observations, data analysis, and examination of children’s work.

• Provides clear and direct feedback to teachers based on analysis of practice.

• Develops teachers’ capacity to collect and analyze multiple sources of data to improve child learning.

• Develops a trusting, confidential, and reflective professional partnership with teachers, administrators, and other school-based staff.

• Models research-based instructional approaches.

• Utilizes an assessment process to facilitate a team’s growth and development, analyzing their practice and reviewing student work to inform instruction and provision of challenging and engaging materials.

• Helps teachers see themselves as researchers in the classroom needing to be constantly curious about their students’ development.

Qualifications

• Bachelor's degree and three to five years of related work experience.
• Master's degree preferred.
• Previous exposure to or experience in the education sector a plus.
• Two to three years of experience supervising, mentoring, or coaching early childhood educators preferred.
• Understanding of current adult learning theory and experience facilitating group professional development training.
• Pre-K CLASS training and certification preferred.
• Experience working in an urban school setting.
• Understanding of institutional racism and impacts on underserved families in Washington DC.
• Experience working with low-income, culturally and linguistically diverse families.
• Demonstrates a high level of proficiency with data collection, analysis, and presentations.
• Advanced computer skills including Excel, PowerPoint, Word, internet, email.
• Commitment to developing and maintaining relationships with a wide variety of school-based and central-office stakeholders.
• Excellent organizational skills, strategic planning skills, and oral and written communication skills.

DCPS Values

• STUDENTS FIRST: We recognize students as whole children and put their needs first in everything we do.
• COURAGE: We have the audacity to learn from our successes and failures, to try new things, and to lead the nation as a proof point of PK-12 success.
• EQUITY: We work proactively to eliminate opportunity gaps by interrupting institutional bias and investing in effective strategies to ensure every student succeeds.
• EXCELLENCE: We work with integrity and hold ourselves accountable for exemplary outcomes, service, and interactions.
• TEAMWORK: We recognize that our greatest asset is our collective vision and ability to work collaboratively and authentically.
• JOY: We enjoy our collective work and will enthusiastically celebrate our success and each other.

We are an equal opportunity employer and are committed to creating an inclusive, accessible workplace. We welcome and encourage applications from individuals with disabilities. Accommodation and/or application assistance is available upon request at all stages of the application and employment process. To request accommodation, please contact [e-mail].