Community-Based Organization Early Childhood Program Administrator

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Mar 6, 2026, 10:58:18 PM

Central-42 W. Madison (Marketing)

CPS Non-Union Job Grade : SG1

Position Type :
Non-Union Position

Exempt

Chicago Public Schools (CPS) is a district on the rise, serving over 325,000 students in 500+ schools and employing over 45,000 people, most of them teachers. CPS has set ambitious goals to ensure that every student, in every school and every neighborhood, has access to a world‑class learning experience that prepares each for success in college, career, and civic life. Aligned with our transformed philosophy, we are steadfastly focused on ensuring that the District provides resources equitably to support every student, every school, and every community.

Six core values guide the work we do every day for our students – student‑centered, whole child, equity, academic excellence, community partnership, and continuous learning. Each role in the district supports our vision that every student deserves a rigorous, joyful, and equitable learning experience.

The Office of Early Childhood Education (OECE) works to ensure all children in Chicago have access to excellent early learning experiences that lead to future success in early grades and beyond.

Reporting to the Preschool Program Director, the Community‑Based Organization (CBO) Early Childhood Program Administrator leads the design, implementation, and continuous improvement of instructional support programming across community‑based early childhood programs serving children birth through age five. This role supports the operationalization of OECE’s vision for instructional quality and ensures alignment with state requirements and district initiatives.

This role oversees professional development, coaching, and technical assistance systems for CBO instructional staff and leadership; establishes frameworks for monitoring instructional implementation and quality; and analyzes data to evaluate program effectiveness and inform strategic decision‑making. It is responsible for cross‑functional collaboration with internal OECE teams and external CBO partners, promotes equitable and inclusive instructional practices, and develops tools, resources, and reporting processes that strengthen accountability, consistency, and continuous improvement across CBO programs.

The role will spend the majority of work time (approximately 70%) in the field at Community‑Based Organizations. This is a full‑time, exempt position that will be paid for time worked on a salary basis.

• In collaboration with the Director of Preschool Programs, lead the implementation of OECE’s vision for instructional quality across community‑based organization (CBO) programs serving children birth through age five.
• Collaborate with OECE partners to oversee alignment of instructional supports with state requirements and district initiatives; ensure curriculum and assessment guidance promotes equitable, inclusive, and developmentally appropriate instruction for all learners, including dual‑language learners and children with disabilities.
• Design, implement, and manage continuous improvement frameworks focused on strengthening classroom practice and improving child outcomes across CBO programs; oversee CLASS readiness and quality improvement efforts across CBO programs, including guidance, timelines, and alignment with broader quality frameworks.
• Oversee the development and delivery of professional development, coaching, and technical assistance for CBO instructional staff and leadership, ensuring coherence, quality, and alignment to state and OECE priorities.
• Manage systems for monitoring instructional implementation, including site visits, documentation, and follow‑up supports, to ensure fidelity and continuous improvement.
• Analyze and synthesize instructional, assessment, and quality data to evaluate program effectiveness, identify trends, and inform strategic decision‑making.
• Establish and maintain cross‑functional partnerships with CBO leadership, agency directors, and OECE teams to ensure consistent implementation of instructional guidance and…