ECE Core Coach at Los Angeles Education Partnership

Hawthorne, California, United States -

Full Time

Start Date

Immediate

Expiry Date

18 Jun, 26

Salary

76650.0

Posted On

20 Mar, 26

Experience

2 year(s) or above

Remote Job

Yes

Telecommute

Yes

Sponsor Visa

Skills

Practice-Based Coaching, Goal Setting, Observation, Reflection, Feedback, Action Planning, Curriculum Implementation, Child Development, Data Analysis, Collaboration, Facilitation, Cultural Responsiveness, Trauma Awareness, Project Management, Interpersonal Skills, Communication

Industry

Education Administration Programs

Description

Description ABOUT LOS ANGELES EDUCATION PARTNERSHIP (LAEP) Los Angeles Education Partnership (LAEP) is a non-profit organization that advances educational equity. Together with families, schools, and the community we facilitate access to opportunities for quality educational and wellness practices so that children thrive from diapers to diplomas. Founded in 1984, LAEP was the first educational-transformation organization in Los Angeles and among those at the forefront of the movement nationwide. POSITION SUMMARY The Early Head Start (EHS) Practice-Based Coach is employed by LAEP to provide job-embedded, relationship-based coaching to Early Childhood Educators (ECEs), center-based teachers, and, as appropriate, parents. The Practice-Based Coach supports high-quality teaching practices, curriculum implementation, and staff wellness through Practice-Based Coaching (PBC) cycles that include shared goal setting, focused observation, reflection, feedback, and action planning. This role is non-supervisory and non-evaluative and partners with teaching staff to strengthen instructional practices, reflective capacity, and implementation of developmentally appropriate, culturally responsive practices aligned with Head Start Program Performance Standards and school readiness goals. ESSENTIAL DUTIES & RESPONSIBILITIES The essential functions include, but are not limited to the following: Practiced-based coaching Implement Practice-Based Coaching (PBC) cycles including collaborative goal setting, focused observation, reflective feedback, and action planning. Develop individualized coaching plans based on classroom observations, teacher reflection, and shared priorities. Provide modeling, guided practice, and feedback to support effective teaching and relationship-based practices. Use a strength-based, teacher-focused approach to build trust and support professional growth. Engage in reflective practice to examine coaching interactions and perspectives. Curriculum, Child Development and School Readiness Support implementation of practices aligned with the Head Start Early Learning Outcomes Framework (ELOF), Creative Curriculum, and California Infant/Toddler Foundations and Frameworks. Assist teachers in supporting infants and toddlers’ social-emotional, cognitive, communication, physical, and adaptive development. Use data to inform coaching conversations, including School Readiness Goals, PIWI, Partners for Healthy Babies, HOVRS, and child developmental data. Support curriculum fidelity through coaching, reflection, and modeling. Collaboration & Program Support Collaborate with Center Managers and Lead Teacher to coordinate classroom observations while maintaining the non-evaluative role of the coach. Share aggregated, non-identifying coaching trends to inform professional development and continuous quality improvement. Support new teaching staff through onboarding-related coaching. Plan and facilitate small-group learning opportunities connected to coaching goals. Provide classroom support as needed, including temporarily participating in staff-child ratios and providing classroom coverage to ensure continuity of services for children. Professional Responsibilities Participate in reflective supervision and required meetings and professional development activities. Maintain strict confidentiality for children, families, and staff. Adhere to all LAEP policies, procedures, and handbooks. Submit time records and expense documentation accurately and on time. Perform other duties aligned with the Practice-Based Coaching role. Requirements QUALIFICATIONS (KNOWLEDGE, SKILLS, AND ABILITIES) Knowledge and Skills Bachelor’s degree required; master’s degree in early education, Primary Education, Psychology or Social Work fields preferred Demonstrated success in working with students and families of diverse backgrounds. Experience working with families in the home setting? Experience developing and facilitating professional development trainings and awareness of adult learning theories and ability to apply adult learning principles when coaching ECE professionals. Knowledge and proven experience in effectively providing consultation, classroom coaching and/or leadership coaching. Knowledge and awareness of trauma (social, historic, behavioral and how that relates to school culture), resilience, adverse children and community experiences. Ability to quickly establish and maintain cooperative and effective professional relationships, build trust in a limited time Ability to demonstrate effective skills in group facilitation, managing teams/groups, organizational dynamics, and consensus building.? Comfort using tools and methods to optimize support for remote staff (distance learning technologies, creative use of video, virtual meeting technologies, etc.) Excellent project management skills, ability to balance multiple priorities with proven ability to anticipate challenges, solve problems, and maintain a calm demeanor in high-pressure situations. Strong analytical, time management, organizational, and interpersonal skills. Cultural awareness and ability to navigate and promote sensitivity with issues of race and equity and knowledge of racial equity and racial justice in the context of public education. Knowledge and/or experience with change management as it relates to positive organizational change. Excellent communication and interpersonal skills with the ability to communicate clearly and concisely, both orally and in writing, to a broad range of audiences.? Instructional or leadership coaching experience preferred Experience in culturally responsive and equity-centered practice in early learning environments. Prefer Cognitive Coaching and/or Adaptive Schools trained (or similar).

Responsibilities

The role involves providing job-embedded, relationship-based coaching to Early Childhood Educators focusing on high-quality teaching practices, curriculum implementation, and staff wellness through structured Practice-Based Coaching cycles. This includes shared goal setting, focused observation, reflection, feedback, and action planning, while maintaining a non-supervisory partnership with teaching staff.