Job Description
Description The Instructional Leader/Family Support Specialist will support classroom educational staff (teachers and teacher assistants) through embedded professional development practices and individualized professional development plans to refine their practices, improve instructional quality, and achieve mastery as early childhood professionals. They will also work collaboratively with families, educational staff, and community partners to ensure that the program meets the needs of the whole child and supports parents/guardians in addressing family needs and setting and achieving ambitious family goals. Salary is competitive and commensurate with qualifications and experience, while also considering internal equity. This is a grant-funded position represented by SIU Carbondale Non-Tenure Track Faculty Association/IEA-NEA. For more information regarding salary and other details please visit: https://laborrelations.siu.edu/labor-contracts /. Examples of Duties Support for
Classroom Teachers:
Professional Responsibilities Active participation on the Hiring Committee-Applying expertise in early childhood education when interviewing, selecting, evaluating, and guiding Teachers and Parent Educators. Maintain a fluid system of professional communication, verbal and written, with the Teaching Staff and Regional Coordinators, regarding all aspects of the program. Participate in professional development activities, including involvement in professional and/or community associations/groups. Active participation in the Parent Advisory Council; engage and encourage family participation, inclusivity of diverse family perspectives and other leadership opportunities. In collaboration with the Regional Coordinators, attend EI transition meetings for potential future enrollment or provide classroom coverage for a teacher to attend IEP meetings for currently enrolled children. Reply to emails, phone calls, etc., in a timely manner. Maintain an accurate, up-to-date Outlook Calendar, identifying work responsibilities each day. Follow program policies and procedures regarding absences . Attend and fully participate in monthly SRECP Leadership/Instructional Leader Meetings, and Quarterly Administrator Roundtables. Curriculum, Assessment, and Monitoring Responsibilities Support classroom implementation of assessment practices which align to ISBE requirements, the Early Learning Scale and based on feedback provided by the Regional Coordinator. Support classroom teaching staff with creating lesson plans that align with Creative Curriculum requirements, the Illinois Early Learning and Development Standards (IELDS) and reflect developmentally appropriate practice, based on feedback provided by the Regional Coordinator. Support classroom teaching staff in consistently maintaining monitoring (ECERS) expectations-child files, environment, engagement, etc. Instructional Support:
Observation, Coaching, and Professional Development Provide support for a maximum of 10 classrooms and 100 children) Provide strategic goals based on classroom observations and individual Professional Development Plans. Provide teachers with timely feedback and recommendations. Conduct regular observation (based on a tiered system) in all assigned classrooms and maintain records; support peer observation and learning between classrooms/sites. Identify professional development opportunities offered by funders, regional professional development providers, and conferences that align with teaching staff goals and needs and bring new and emerging best practices into the program. Identify resources and materials that support instructional quality, English Learners, cultural diversity, and inclusion. In collaboration with the Regional Coordinators, develop and facilitate a professional learning community focused on instructional excellence. Engage education staff in individual and group reflective coaching (as applicable) to discuss observations and develop a plan to strengthen challenging areas and build on areas of strength (based on a tiered system). Classroom Support In collaboration with Regional Coordinators, provide time for the classroom team to implement ELL screenings (within designated time limits) or conduct ELL screenings for the team. Collaborate with Regional Coordinators to serve as contact for teachers as a classroom substitute teacher ONLY WHEN
no substitute teachers are available or prior arrangements are agreed upon. In consultation with classroom teachers, identify children who would benefit from additional social-emotional support. Provide monthly small group activities or materials/resources for teaching teams to implement (visual schedule, This/Then Boards, etc.) In collaboration with Regional Coordinators, provide Pyramid Model implementation support and resources to teaching teams. In collaboration with the Regional Coordinator, attend EI transition meetings for potential future enrollment or provide classroom coverage for a teacher to attend IEP meetings for currently enrolled children. Support for Families Recruitment In collaboration with Regional Coordinators, support program efforts and outreach (attending local agency meetings and community events, sharing program information with community programs, school districts, etc.,) to identify and recruit the most at-risk children in the community. Support program in seeking out and enrolling children with special needs, including empowering families as advocates for their children. Document communication with families expressing interest in the program, provide screening paperwork and coordinate with classroom teachers to enroll promptly. In collaboration with Regional Coordinators, support families in completing the screening/enrollment process. Identify and develop potential partnerships with community entities; school districts, special education cooperatives, Head Start, Child and Family Connections, childcare programs, community colleges, and other community partners. Participate in Child Find Screenings as applicable. Comprehensive Services Assess family needs and help them to identify goals for themselves and their children based on a tiered system. Refer families to community resources to support comprehensive needs. Maintain clear, written case notes that document family needs and goals, resources provided to address those needs/goals, and family progress. Coordinate family meetings and workshops to educate families in areas of child health, mental health, and development. Assist families in establishing a medical and dental home for their children to ensure access to consistent health care, support referrals to mental health resources as appropriate. Coordinate and conduct home visits as needed, to support home-school connection, address attendance concerns, and provide family support. Educate families about the benefits and importance of regular attendance and connect families to resources as appropriate. Parent Engagement and Education Collect and document volunteer and family interests/needs based on the Parent Engagement Survey. Plan and consult with PFA/PFAE
teachers to identify resources to support parent/child activities, parent workshops, field trips, personal visits, etc. Collaborate with teachers to engage families in the classroom and school/site, including meaningful volunteer or engagement opportunities. Lead development and implementation of family education opportunities, including connecting to local collaborations and community partners. Solicit family input on education offerings. Support communication with families in their home language, when possible. In collaboration with the teaching staff, support kindergarten transition activities for families. Provide monthly newsletters to families (or collaborate with teaching teams to add information to the classroom newsletter). Qualifications Minimum Qualifications:
Bachelor's degree with an active Illinois Professional Educator License (PEL) AND endorsement in Early Childhood Education by date of hire; or a letter from the Illinois State Board of Education stating the Illinois State Board of Education Professional Educator License (PEL) with an endorsement in Early Childhood Education will be issued by the date of hire; or the Illinois Professional Development System Gateways of Opportunity Early Childhood Credential Level 5 with a written plan to complete the PEL with an endorsement in Early Childhood Education by June 30, 2027, or as required by the Illinois State Board of Education. At least one year of experience working intensely with families of young children (under 5 years old). At least 3 years of experience working in a prekindergarten classroom setting Experience working with at-risk, culturally, and/or linguistically diverse children and families Preferred Qualifications:
Master's degree in education, Curriculum and Instruction, or other related field of study Early Childhood Special Education Approval/Endorsement and/or experience working with children with IEPs or 504 plans Experience and/or training in coaching and reflective practice. Experience with ECERS Monitoring Experience implementing Creative Curriculum and Developmental Assessments (Early Learning Scale, TS Gold, Developmental Portfolios, ASQ/ASQ-SE, Brigance Screens III, etc.) Experience providing home visits to families Experience working with and/or partnering with community agencies Required Documents:
Please submit a letter of application, CV/resume, transcript, and three references. Contact:
Micki Moon, micki.moon@siu.edu Supplemental Information Southern Region Early Childhood Programs, Quigley Hall 121 Mail code: 4633 Southern Illinois University Carbondale is an R1 Opportunity University with a statewide economic impact of $2.7 billion dollars. We offer 200+ undergraduate degrees, minors and specializations, 79 master's degrees, and 40 doctoral degrees. Our main campus is 1,136 acres, with additional acreage in University Farms, Touch of Nature Outdoor Education Center, and other facilities. The university is an essential part of the city of Carbondale and an important contributor to the culture of the entire region. While Carbondale includes many of the amenities of urban life, it retains its small-town flavor. Cost of living is considerably lower in the region than similar areas elsewhere, and many employees commute from nearby counties. The Southern Illinois region is distinct from the rest of the state, boasting considerable natural beauty including the Shawnee National Forest, many state parks, national wildlife areas, and several lakes beloved for recreation. Local foods are readily available in the area, with a variety of eateries and a growing specialized food truck presence. The area is home to the Shawnee Hills Wine Trail, an official wine appellation designation. The wineries extend the cultural reach of the community, hosting live music and continual art exhibits. The campus itself is a microcosm of the area, with a lake and forest on campus, as well as traditional collegiate architecture, quad, and residential halls. Students enjoy outdoor study areas as well as specialized computer labs scattered across campus, including in the three million volume Morris Library. To learn about employee benefits , employee tuition waivers , and find resources about Carbondale and the Southern Illinois region, visit: https://jobs.siu.edu/ . Southern Illinois University Carbondale is an equal opportunity, affirmative action employer dedicated to building a community of excellence, equity, and diversity. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, national origin, ancestry, age, order of protection status, genetic information, marital status, disability, pregnancy, sexual orientation including gender identity, unfavorable discharge from the military or status as a protected veteran. The university will comply with all federal and state nondiscrimination, equal opportunity and affirmative action laws, orders, and regulations.
