Coordinator of Early Learning and Family Engagement

Coordinator of Early Learning and Family Engagement

This position supports the planning, coordination, and implementation of early learning initiatives for JCSS Pre-K programs. The role works collaboratively with the district leadership team to provide instructional leadership, professional learning, family engagement opportunities, and community partnerships that promote school readiness and early literacy development.

Essential Duties and Responsibilities:

• Collaborate closely with the Pre-K Site Director to coordinate programming, planning, and daily operations.
• Provide administrative and organizational support to the Pre-K Site Director.
• Design and facilitate professional learning for Pre-K teachers and paraprofessionals to ensure instructional alignment from Pre-K through Kindergarten.
• Provide training on the Science of Reading (SOR) and evidence-based early literacy practices Kindergarten through 2nd grade.
• Promote early literacy and family reading engagement initiatives for young learners.
• Manage and oversee Beanstack implementation for JCSS Pre-K programs.
• Build partnerships with community organizations, including the local library, to support the Growing Greyhounds initiative.
• Coordinate and facilitate family engagement opportunities and early learning events.
• Provide parent education programs and connect families with community resources that support student success and school readiness.
• Support smooth student transitions into and out of Pre-K programs, including transitions from home, Head Start, and Pre-K into Kindergarten.
• Coordinate district volunteer training and maintain volunteer records and participation lists.
• Support and coordinate FACE (Family and Community Engagement) initiatives across district schools.

Qualifications:

Education and Experience:

Minimum Education:

Master's Degree or higher in Curriculum and Instruction (or related field) Valid Georgia Professional Educator Certificate

Minimum Experience/

Qualifications:

Five (5) years of teaching experience in public education, including classroom teaching, with documented evidence of significant positive learning outcomes, or related educational experience (required) Three (3) years in educational leadership roles (preferred)

Preferred Qualifications:

Hold or be eligible for Tier I certification in Educational Leadership Experience in galvanizing teams toward a shared vision for collective efficacy Experience in developing and effectively executing short and long-range plans Excellent communication skills

Knowledge, Skills, and Abilities:

Knowledge of early childhood education, child development, and school readiness practices. Knowledge of the Science of Reading and evidence-based literacy instruction. Knowledge of early numeracy, phonemic awareness, language development, and foundational learning standards. Knowledge of family and community engagement strategies that support student success. Knowledge of professional learning design and adult learning practices. Knowledge of state and district Pre-K regulations, policies, and instructional expectations.

Ability to plan, coordinate, and manage multiple projects and initiatives simultaneously. Ability to collaborate effectively with administrators, teachers, families, and community partners. Ability to facilitate professional learning sessions and presentations for staff and families. Ability to analyze instructional needs and support continuous improvement efforts. Ability to build positive relationships with families and community stakeholders. Ability to support smooth transitions for students entering and exiting Pre-K programs.

Strong organizational, communication, and interpersonal skills. Strong leadership and problem-solving skills. Skill in coordinating family engagement activities and parent education programs. Skill in using educational technology platforms and data management systems, including Beanstack. Skill in maintaining accurate records, volunteer documentation, and program reports. Ability to work independently while supporting district and school-level goals. Ability to maintain confidentiality and professionalism in all interactions.

Working Conditions:

Work is primarily performed in an school environment, with frequent interaction with staff, students, and community stakeholders.

Evaluation:

Performance will be evaluated annually in accordance with district procedures and expectations for consultative staff.

Selection Procedure:

Consideration/interviews will begin as soon as a list of qualified applicants is established. Selected candidates will be contacted for interviews. No notification will be sent to applicants except those who are selected for interviews. Due to the large volume of applications received, we are unable to provide information on our application status.