Position Type:
Administration/ Director, Early Childhood Development

Date Posted:
3/12/2018

Location:
Stamford, CT

Date Available:
07/01/2018

Closing Date:
03/26/2018

   Additional Information: Show/Hide
The filling of this position is based upon continued funding in the Board of Education budget.

Note: Teachers dually certified in TESOL, Bilingual Education or ESL, with experience in Sheltered Instruction or fluency in a language other than English, will be given preference for all Stamford Public School positions.

Job Description - Director of Early Childhood Development and Intervention

GENERAL STATEMENT
The Director of Early Childhood Development and Intervention works with the district administrative team, families and community-based stakeholders to prepare children to be successful in elementary school and beyond. Stamford's Early Childhood Development program is designed to meet the needs of diverse populations of children and families, including:

• Bilingual and English as a Second Language students
• Special needs students
• Developmentally advanced students.

The program is designed to provide educational experiences, and comprehensive services that address a wide range of family and learner needs, including transitional support and readiness from one program to another (Birth to three to Preschool; preschool to kindergarten). The director is the academic and the administrative leader who comprehends early childhood development and the crucial role of comprehensive services, as well as the role of multiple local and state level stakeholders. The director has special skill and experience in collaborating with multiple stakeholder groups in supporting the vision:

• High expectations for all students in the program,
• High Quality academic, social emotional, safe/nurturing and responsive programs that includes curriculum, instruction, and assessment as well as family engagement participation and feedback,
• Program support and accountability systems including supervision and evaluation of employees, leadership, and professional development for all staff members,
• Shared responsibility by the entire community (faculty, staff, children, families and community stakeholders) for preparing students to be successful during their years in the early childhood program, school and beyond.

The Director of Early Childhood Development and Intervention reports to the Assistant Superintendent of Elementary Schools.

Scope of Responsibilities

• Vision, Mission and Goals – Guides and implements a community-wide shared vision of Early childhood learning, based on SPS's vision and mission, beginning with communicating high expectations for all students. Promotes a positive, collegial environment which supports learning by students, families and staff.
• Teaching and Learning – Ensures the success and achievement of all students by monitoring and continuously improving teaching and learning in their program. This includes ensuring that curriculum taught within their program aligns with District, Connecticut and national standards. The Director is also responsible for professional learning within the building, calling upon support from the Central Office Team when necessary to provide appropriate support for staff members.
• Organizational Systems and Safety – Aligns operations and resources to support the program; supervises and evaluates certified and uncertified staff to guarantee the programs are safe, efficient, and provide a highly effective learning environment.
• Family and Stakeholders – Acts to ensure equity and access to resources and opportunities for all Early Childhood students and their families; collaborates with families and other stakeholders to respond to diverse community interests and needs
• Ethics and Integrity – Acts ethically and with integrity; creates and sustains in their school an ethical culture committed to values, beliefs, and practices aligned with the SPS vision
• Education System – Upholds and advocates for state, federal, and local policies that support excellence and equity in education

Derived from the Connecticut School Leadership Standards

Examples of Duties and Responsibilities

• Administers and supervises the program and its regular and special education team and teaching staff. Directs program staff, ensuring operational effectiveness and an effective learning/working environment.
• Evaluates certified staff (Teachers) and uncertified staff (Paraeducators, Office Support Staff, etc.) as required by district policies.
• Facilitates and fosters collaboration among early childhood community stakeholders and promotes the work towards development of an early childhood community plan.
• Participates and leads strong outreach to the early childhood community and all involved stakeholders in the community and at the state level.
• Fosters a work environment that is child and family focused and results oriented.
• Participates as a member of the local early childhood community council (School Readiness).
• Participates in the recruitment, selection, placement, induction, and support of all program staff, both certified and noncertified.
• Provides leadership and oversight for the Professional Learning Communities to support instruction, professional development, and support programs.
• Participates in the planning of program community events and attends whenever possible.
• Monitors and directs adherence with all district, state and federal policies, regulations, reports, and procedures. Interprets district, state, and federal policies and laws/regulations related to early childhood staff, children, and the community. Monitors the preparation of all required federal, state, and local reports related to their program.
• Keeps well-informed about current trends in early childhood indicators, development milestones, and curricula as well as best instructional practices and communicates such trends with the entire early childhood community.
• Ensures the needs of English language learners and students with disabilities are met in the program; advocates for equitable resources and support to assure high achievement of all students.
• Assists in the development of the SPS budget and monitors the budgets for the program.
• Maintains good relations and communications with parents and community groups.
• Performs related work as required.

Knowledge and Skills

• Commitment to creating schools that prepares each and every student for higher education and success in the 21st century.
• Demonstrated ability to build an integrated collaborative team that exhibits excellent communications and develops a collegial environment to support learning for all.
• Extensive knowledge of child development, interventions/services, early childhood program quality standards, learning theory, program implementation, best practices in instruction of young children and assessment processes, as well as practices related to effective engagement of families and related stakeholder groups.
• Demonstrated knowledge of school administration as well as the current best practices in early childhood development and elementary school instruction.
• Demonstrated skill in collaborating with community-based stakeholder groups in supporting programs.
• Excellent conceptual, analytical, problem solving, organizational, and leadership skills.
• Thorough knowledge of federal, state, and local laws, policies and procedures related to public schools and early childhood mandates and requirements.
• Exceptional oral and written communication skills and a proven track record of working collaboratively with multiple and diverse constituencies.
• Knowledge and understanding of student and program assessment, data analysis, program development and evaluation, effective instructional strategies, learning assessment and diagnosis, and research related to teaching and learning.
• Excellent organizational skills and the ability to motivate people.
• High standards of ethics, honesty and integrity.

Qualifications

• Connecticut Professional Educator Certificate - Intermediate Administrator (092)
• A master's degree from an accredited college or university in educational administration. Doctoral degree is desirable.
• Minimum of three (3) years administrative experience, preferred.
• Demonstrated experience in managing programs, staff supervision and school operations.
• Demonstrated experience and knowledge in transition planning for families and children.
• Experience in leading educational programs and reform, including the ability to deploy resources; experience in development of curriculum and high quality early childhood program development preferred.
• Experience working in an urban/multicultural environment (preferred).

Work Year
221 Days

Salary
As per the Stamford Administrative Unit contract.

Procedure for Filing an Application:
Online application is required.

Internal Applicants:

Please respond to the following writing prompts in the comments section of the internal application:

Currently in Stamford 20% percent of students enter Kindergarten with no Pre-K experience. What strategies would you use to increase families access to Pre-K programs in Stamford?

Stamford Public Schools (SPS) APPLES Early Childhood Educational program provides high quality early childhood education to ALL Pre-K children. The program enables special education students to learn alongside their general education peers in a safe and nurturing environment. Describe three core components you would want to ensure are in place to align with the SPS mission of cultivating productive habits of Heart, Body, and Mind.

In addition to the online applica tion, please e-mail a cover letter (summarizing your interest in and qualifications for the position), a current resume, and three letters of recommendation to Gianni Servidio at GServidio@StamfordCT.gov .