Director, Instructional Support Services at Marillac St.Vincent Family Services Inc

Chicago, Illinois, United States -

Full Time

Start Date

Immediate

Expiry Date

19 Feb, 26

Salary

0.0

Posted On

21 Nov, 25

Experience

5 year(s) or above

Remote Job

Yes

Telecommute

Yes

Sponsor Visa

Skills

Early Childhood Education, Instructional Leadership, Curriculum Implementation, Coaching, Professional Development, Data Analysis, Collaboration, Culturally Responsive Instruction, Communication, Crisis Management, Organizational Skills, Analytical Skills, Reflective Practice, Adult Learning Principles, Quality Improvement, Child Development

Industry

Non-profit Organizations

Description

JOB TITLE: Director, Instructional Support Services STATUS: Full-Time FLSA STATUS: Exempt CUSTOMARY HOURS: M-F, 8 hours/day HOURS/WEEK: 40 hours DIVISION: Marillac St. Vincent Family Services DEPARTMENT: Programs and Services DIRECTLY SUPERVISES: Birth to Five Instructional Support Coaches Mission Marillac St. Vincent Family Services strengthens and amplifies the voices of marginalized communities – in the Vincentian spirit of service – through education and programs tailored to foster thriving families and sustainable communities in Chicago. Core Values Our employees commit themselves as individuals to live out the core values of integrity, excellence, creativity, advocacy, respect and empowerment in our daily work, as we serve the needs of others. * Integrity - Acting with transparency, humility and honesty * Excellence - Providing quality care with compassion * Creativity - Being continuously resourceful and inventive * Advocacy - Supporting the cause of those who lack resources for a reasonable quality of life * Respect - Recognizing our own value and upholding the dignity and value of all people * Empowerment - Providing skills and resources to achieve full human development Team Behaviors 1. Versatility – Understanding and appreciating different and opposing perspectives on an issue; adapting one’s approach as the requirements of the situation change; an eagerness for positive action; self-control; active listening. 2. A collaborative work model – Cooperatively working and sharing responsibility; contributing to the group effort; realizing a sense of commitment and ownership in the success of the organization’s goals. 3. Mutual accountability – Holds others accountable with their roles; provides and receives feedback and takes constructive action. 4. Client/customer advocate – Identifies opportunities to improve quality of services; presents oneself professionally. 5. Protects confidentiality & privacy – Respects and protects information about all staff and clients. General Summary The Director of Instructional Support Services provides strategic leadership and oversight of classroom instructional quality for early childhood programs serving children from birth to five. This position focuses on strengthening curriculum implementation, teacher practice, and child learning outcomes across all program models, including Head Start/Early Head Start and state-funded preschool. Working closely with the Senior Director of Early Education and Care, the Director ensures teaching and learning practices are developmentally appropriate, culturally responsive, and aligned with federal and state early learning standards. The role leads systems of teacher support, coaching, professional learning, and continuous improvement, with a strong emphasis on classroom quality and instructional excellence. Duties & Responsibilities Instructional Leadership and Quality Improvement • Lead the design, coordination, and monitoring of instructional systems that promote effective teaching and learning in classrooms serving infants, toddlers, and preschoolers. • Support the implementation of research-based curriculum models, instructional strategies, and assessment tools to enhance school readiness outcomes. • Ensure classroom practices align with program performance standards, state early learning standards, and organizational/program goals. • Conduct regular classroom observations using approved tools (e.g., CLASS, ECERS, ITERS, TSG) and collaborate with ECE site management to develop targeted improvement plans. • Analyze child assessment and classroom data to identify strengths, needs, and opportunities for instructional improvement. • Partner with ECE site management and instructional coaches (if applicable) to promote curriculum fidelity and consistent, high-quality classroom practices. Teacher Support and Professional Development • Develop and coordinate professional learning plans focused on instructional excellence, child outcomes, and evidence-based early childhood practices. • Provide direct coaching and consultation to teaching staff, emphasizing reflective practice, intentional teaching, and individualized instruction. • Lead the development of in-service training sessions and professional learning communities to strengthen instructional practices across all classrooms. • Support the Senior Director of Early Education and Care in monitoring staff credentials and professional development plans to ensure compliance with program and funding requirements. • Collaborate with program leadership to align coaching, training, and education goals with organization-wide professional development priorities. • Collaborate with the Senior Director of Early Education and Care to assess staff development needs and align training opportunities with program priorities. • Model effective, inclusive, and culturally responsive instructional strategies during classroom visits and professional learning sessions. Data-Informed Continuous Quality Improvement • Oversee the collection, analysis, and use of classroom and child outcome data to inform instructional decision-making. • Prepare and present data summaries and recommendations to support program improvement planning and monitoring activities. • Work collaboratively with program leadership to align instructional goals with organizational performance and compliance requirements. • Ensure that all documentation and reporting related to instructional quality meets program, federal and state monitoring expectations. Collaboration and Program Alignment • Collaborate with center directors, teachers, and management staff to maintain cohesive instructional practices across all early learning sites. • Serve as a resource and advisor on best practices in curriculum, instruction, and early childhood pedagogy. • Partner with other content areas to ensure instructional practices support holistic child and family outcomes. • Participate in program strategic planning and contribute to the development of grant proposals, program goals, and self-assessment processes related to educational services. • Actively participate in program and organizational staff meetings to support coordination, communication, and alignment of educational goals across departments. • Engage in professional development opportunities and organizational learning activities to maintain current knowledge of research-based instructional and leadership practices. Job Requirements Experience/Education • Bachelor’s degree in Early Childhood Education, Child Development, Education Leadership, or a related field required, Master’s preferred. • Minimum 3 years of experience in early childhood education, including teaching and coaching experience in early education programs. • Proven track record in improving classroom instruction and child outcomes through coaching, mentoring, or professional development. • Demonstrated knowledge of curriculum implementation, authentic assessment, and kindergarten readiness practices for children birth–five. Qualifications • Strong understanding of early learning pedagogy, adult learning principles, and reflective coaching practices. • Excellent interpersonal, communication, and facilitation skills for working with diverse staff teams. • Manage crisis situations in a calm and effective manner. • Ability to interpret and use classroom observation and child outcome data to inform instructional improvement. • Knowledge of state early learning guidelines, QRIS and NAEYC standards. • Commitment to equity, inclusion, and culturally and linguistically responsive instruction. • Strong organizational and analytical skills, with ability to manage multiple priorities. • Demonstrates initiative, consistent follow-through, and the ability to manage multiple tasks and meet deadlines. • Demonstrates proficiency computer skills, including Microsoft Office Suite, Outlook, videoconference software and program participants electronic data systems. Physical Demands The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. 1. While performing the duties of this job, the employee is regularly required to talk or hear. 2. The employee must occasionally lift and/or move up to 30 pounds. Work Environment The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. 1. Internal office space. 2. The noise level in the work environment is usually moderate. Screenings • The applicant must submit to a criminal background check and adult abuse and neglect screening and maintain a cleared status throughout employment. • The applicant must submit MMR, Tdap and pass a TB and immunization health screen upon hire and update TB/physicals as required by the licensing standards. Additional Requirements • Extended work hours beyond 40 hours/week when necessary, including evenings, weekends and for special events. • Flexibility with schedule as requested. • Overnight trips may be required periodically.

Responsibilities

The Director of Instructional Support Services provides strategic leadership and oversight of classroom instructional quality for early childhood programs. This role focuses on strengthening curriculum implementation, teacher practice, and child learning outcomes across all program models.