Early Childhood Education Support Coach

• Position Type:
  Early Learning Program/ Early Learning Teachers/Assistants
• Date Posted: 1/8/2026
• Location:
  
  Hamden Early Learning
• Date Available:
  
  TBD
• Closing Date:
  Until Filled

Under the supervision and direction of the Early Learning Program Director, the Early Childhood Education Support Coach, ensures the pivotal role of involving hands- on support to each classroom during core- hours, focusing on behavioral management and lesson plans, all while coaching teachers in the implementation of best practice. The Education Support Coach will aid in the development of curriculum standards for preschool children, ages 2.9 to 5.

Support will be provided through a variety of methods including technical assistance, coaching, reflection and training while working in conjunction with the Early Childhood Education Coordinator, under the Program Director.

Performance Indicators:

• Curriculum and Early Learning Environments
• Ensure all children are receiving enriching developmentally appropriate educational programming through coaching, supporting and supervising classroom teachers in providing a high quality developmentally appropriate curriculum using CT Early Learning and Development Standards
• Weekly review of lesson plans. Provide feedback and observe planned experiences for children
• Work with teaching staff to support the needs of all children by individualizing lesson plans
• Promotes continuous quality improvement and quality assurance efforts for the program.
• Past experience teaching children in the pre-kindergarten age group.
• Ability to educate with age-appropriate language and teaching methods.
• Patience, optimism, compassion, enthusiasm, and empathy.
• Mediation skills for resolving conflicts between children.
• Creative mindset to plan innovative, exciting lessons.

• Facilitates peer-to-peer learning both one-on-one or group settings in joint process of capacity-building strategies.
• Provides skill development to staff progressing in their position by performing on-the-job technical assistance and modeling of specific skills.
• Provide guidance to staff in building skills and competence
• Providing ongoing quality assistance to address children’s challenging behaviors and sensory needs.
• Supports the professional development of all staff by delivering coaching and technical assistance
• Coach teaching staff in developmentally appropriate practices
• Support teaching staff to follow a consistent schedule, which includes small and large group experiences, choice time, music and movement, large and small motor activities, skill development, meals and effective transitions between activities.
• Ability to handle sensitive situations in a professional manner
• Ability to work independently and maintain professional boundaries and confidentiality
• Strong organization and time management skills, ability to meet tight deadlines
• Daily driving to monitor and support staff at various locations
• Assist with children with special needs, including strategies, referrals, follow up
• Assist teachers in Curriculum planning and DOTs Assessment as needed
• Teach in classroom to maintain ratio as needed
• Support teachers and children in multiple classrooms by providing teaching strategies, behavioral management strategies, role modeling, assisting in daily activities to provide high quality, equitable childcare

• Participates in site visits, classroom observations, and work groups to assess program needs and planning strategies for system/process improvement and/or development of early childhood education, disabilities, and mental health.
• Collaborate with teachers to provide team support regarding on-going assessment using the CT DOTS
• Compile and analyze data used for monitoring outcomes and planning long/short term goals
• Organize and conduct quarterly classroom monitoring visits, record data and conduct follow up with each classroom teaching team
• Assist with training to staff; topics will include both specialized and trans-disciplinary subject matter and promote collaborative teaming, integration, and inclusive practice.

• Com…