Manager Prof Dev - Early Learning

About the Role

Works with the Early Learning Program Director, Head Start Manager, and key public and private partners to develop, plan, facilitate, and present effective cross-sector professional development for district and community-based early learning staff and providers working with children PreK-3rd grade within Seattle Schools boundaries. Supervises assigned staff and manages expenditures of funds targeted for professional development for PreK-3rd grade early learning.

Funding for PreK-3rd grade professional development may come from a variety of sources. The Early Learning Professional Development Manager is responsible for accountability in meeting specific requirements and deliverables related to each funding source, including supervision of staff, presenter/consultant contracts, and approval of costs for substitute coverage or reimbursements.

In consultation with the Program Director, this position collaborates with other departments and programs within Seattle Schools and key partners to ensure professional development and events are coordinated to maximize benefits for children, increase access to high-quality professional development, and ensure efficient use of funds.

Responsibilities

• Manages and coordinates planning and partnerships focused on PreK-3rd professional development for staff and administrators working in or supporting early learning within Seattle Schools boundaries.
• Works with the Director of Early Learning and fellow department managers to develop and implement goals and objectives of the Early Learning Department; conducts needs assessments of district staff; provides consultation to district and building administrators; develops and implements systems and procedures for effective delivery of professional development and coaching for PreK-3rd staff.
• Collaborates with elementary principals, community partners, Seattle Schools central office academic departments (including Special Education, Bilingual Program, Math, Science, Research, Evaluation and Assessment, Professional Development, and content-specific departments), as well as central office leadership teams.
• Partners with the Early Learning Director and key internal and community-based partners to develop agreement on and consistent standards for student expectations, supporting high-quality, culturally responsive instruction, and developmentally appropriate environments PreK-3rd.
• Oversees specific grants and contracts related to professional development for early learning staff, including state Full Day Kindergarten, monitors use of funding, supports schools to align programs with grant expectations, best practices, and school needs, and collaborates with Grants Management and Early Learning Departments at OSPI and within Seattle Public Schools.
• Ensures PreK-3rd early learning programs operate in alignment with Washington State Early Learning and Development Benchmarks/standards and PreK-3rd based expectations, building on state and federal early learning planning and guidance.
• Collaborates with district Head Start, Kindergarten Transition personnel, and the district enrollment team on transition activities, Kindergarten Readiness, Kindergarten entry, and alignment of assessment processes PreK-3rd.
• Supervises, assigns work, mentors, and evaluates assigned staff.
• Conducts focused observations of classroom teachers; models appropriate classroom support; provides situation-specific assistance adapted to the needs of the school and teachers.
• Assists PreK-3rd teachers and teams in assessing and developing appropriate intervention and accommodation strategies for students who are second language learners, enrolled in Special Education programs, and underrepresented students with diverse learning needs.
• Demonstrates lessons for PreK-3rd teachers to observe; works alongside teachers to demonstrate instructional strategies, model intensive classroom support, and guide teachers as they implement strategies.
• Develops strategies and works with school building principals and their partners to create effective early learning programs and align curriculum, assessment, and instructional methods PreK-3rd.
• Works with principals, teachers, and central administration to analyze and document student performance data, assess the effectiveness of Kindergarten programs, and communicate results to appropriate stakeholders.
• Participates in school Learning Walks (small teams visiting classrooms with a specific focus) in assigned community PreK programs and schools.
• Participates with district teams, councils, and committees in strategic planning efforts to improve the district's teaching and learning processes PreK-3rd.
• Collaborates with other instructional coaches, curriculum specialists, and key community-based early learning partners to develop and provide central and school-based professional development.
• Assists in reviewing alignment of district curriculum with state standards, early learning and development benchmarks, grade-level expectations, and the Washington State Early Learning Plan to identify gaps PreK-3rd; provides feedback and guidance to teams of PreK-3rd teachers to improve alignment of curriculum and assessment.
• Assists in developing, analyzing, and adapting curriculum and instructional materials.

Requirements

• Three (3) to five (5) years of successful early childhood teaching experience.
• Two (2) years of successful educational coaching/mentoring experience or related experience mentoring/coaching adults.
• Master’s degree.
• Bachelor’s degree in a major content area and five (5) years of successful teaching experience (no substitution for two (2) years of successful coaching experience allowed).
• An equivalent combination of education and experience that provides the required knowledge, skills, and abilities to perform the work will be considered.
• Criminal Justice fingerprint and background check.

Skills

• Childhood Development; adult learning theory and instructional design and delivery.
• Standards for professional development, coaching, and mentoring techniques.
• Collaborative methods; effective student and adult behavior management.
• Effective instructional techniques; curriculum and instructional materials used by the district.
• Current research about the elimination of achievement gaps and accelerated student learning; rules and procedures for student and adult safety.
• Facilitating team planning, instruction of young children, and coaching and leading adults.
• Analyzing and interpreting student performance data; aligning instructional materials with state standards and grade-level expectations.
• Appropriate use of a variety of instructional methods; adapting subject materials and teaching techniques to increase achievement.
• Developing assessment tools and statistical reports; organization and time management.
• Decision-making and problem-solving; effective written and oral communication.
• Identifying and using various diagnostic methods to assess student skills and deficit levels.
• Analyzing and interpreting student performance data.
• Analyzing instructional methods, practices, and delivery methods to determine appropriate practices.
• Evidence of prior successful lead experience in working with school and district-level staff to improve instructional practice.
• Ability to make successful presentations to adult learners (individual, large, and small groups).
• Ability to facilitate reflection and dialogue among school and district-level staff related to current practices.
• Ability to facilitate effective change in instructional practice measured by student outcomes.
• Proficiency in using a computer for collecting/tracking data, building spreadsheets, conducting presentations, and communicating via email.
• Monitoring state iGrants applications and grant budgets.
• Coordinating and facilitating activities; collaborating with staff and administrators.
• Adapting to change and remaining flexible; organizing and developing activities.
• Establishing and maintaining effective working relationships with all stakeholders in a multicultural community.
• Addressing different adult and student learning and behavioral styles and abilities.
• Addressing new trends and ideas in education and education transformation.
• Working independently and as a team member; exercising self-discipline in behavior and attitude.

Benefits

Eligibility for benefits is determined by the number of hours employees are anticipated to work during the school year (September 1 through August 31). Any employee who is scheduled to work 630 hours or more in a year is eligible for benefits through the Washington State Healthcare Authority (HCA) under the School Employees Benefits Board (SEBB).

Pay

Please refer to the salary schedule associated with this role and others.