SCEN0385990-1017
2026-09-01T00:00:00
2026-08-21T23:59:00
JOB DESCRIPTION : The Assistant Director of early Literacy and PreKindergarten Programming works collaboratively with the Director of Early Childhood Education to ensure high-quality, equitable, and evidence-based instruction and curriculum implementation across all Universal Prekindergarten (UPK) and early literacy initiatives (PK–Grade 3). This role provides targeted support, coaching, and professional development directly to teachers, focusing on continuous instructional improvement and classroom fidelity. JOB DESCRIPTION: The Assistant Director of early Literacy and PreKindergarten Programming works collaboratively with the Director of Early Childhood Education to ensure high-quality, equitable, and evidence-based instruction and curriculum implementation across all Universal Prekindergarten (UPK) and early literacy initiatives (PK–Grade 3). This role provides targeted support, coaching, and professional development directly to teachers, focusing on continuous instructional improvement and classroom fidelity. Key Responsibilities: Classroom and Teacher Support/Instructional Quality & Coaching Monitor instructional quality through classroom observations, data analysis, and direct coaching collaboration with teachers and CBO staff. Support the work of Fundations Certified coaches to meet early literacy goals. Conduct regular visits and classroom walkthroughs across CBO sites to ensure quality instruction and early learning environment. Oversee equitable access to curriculum, instructional materials, learning environments, and student support services across all UPK classrooms. Ensure implementation fidelity of district literacy initiatives and alignment with evidence-based instructional practices (PK–Grade 3). Provide support and supervision through the APPR and goal-setting process, visit classrooms to observe instruction and model effective instructional practices. Support teachers with new UPK curriculum implementation. Professional Learning Support the design and implementation of a comprehensive professional learning plan for early literacy initiatives. Plan and facilitate monthly UPK department meetings, Superintendent’s Conference Day programming, and targeted literacy Professional Development (PD) for teachers and staff. Support the Director in leading districtwide compliance with P–3 Literacy Attestation requirements, with a focus on teacher accountability systems and monitoring tools. Develop and maintain the UPK teacher, family and CBO handbooks. Serve as chairperson for the district literacy committee. Support professional learning communities (PLCs). Assist with onboarding new staff and support with curriculum implementation. Assessment & Data Systems Support Monitor UPK assessment completion and data across district and CBO sites; ensure timely data entry into district platforms. Support district assessment committees in identifying appropriate literacy assessment tools and data review structures. Assist building administration and faculty in analysis and use of literacy assessment data to reflect on teaching practice and make instructional decisions. Family & Community Engagement Support districtwide UPK family engagement efforts, including information sessions, newsletters, surveys, and engagement events. Support UPK teachers with family outreach initiatives and at-home curriculum support. Compliance & Planning Conduct site visits, classroom walkthroughs, and health and safety checks across CBO sites. Collaborate with the Director to ensure completion and monitoring of Home Language Questionnaires and multilingual learner screening process. Support monitoring of early literacy budgets, instructional materials inventory systems, and long-term resource planning. Collaborate on the development of a strategic plan to expand the UPK continuum of services. Job Qualifications QUALIFICATIONS: Master’s Degree required Valid NYS School District Leader Certification (SDL) Strong working knowledge of literacy acquisition and NYS literacy attestation requirements Minimum of three (3) years of experience in an instructional leadership role, such as instructional coaching, curriculum coordinator, department head, or building leader Demonstrated experience in designing, implementing, and facilitating professional development for teachers and staff Proven ability to manage and analyze instructional and assessment data to drive decision-making and continuous program improvement Demonstrated experience working collaboratively with community-based organizations or external partners in an educational setting Certification and experience teaching at the elementary or prekindergarten level within a public, urban education setting, preferred
School Leader
Schenectady CSD
Capital
Contract