Assistant Director of Preschool, Stoler Early Learning Center

Inspired by the work we do every day, the JCC is an organization centered on Jewish values and focused on creating meaningful experiences and opportunities to enrich, connect, and positively impact our community.

We pride ourselves on our inclusive and welcoming workplace and celebrate the diversity of our employees.

We value all members of our team in a supportive environment in which everyone is treated with appreciation and respect and positioned to do their best work every day.

The Assistant Director of Preschool (Ages 2–5) at the Stoler Early Learning Center is a full‑time leadership role responsible for the daily oversight and educational quality of the preschool program. In close partnership with the Senior Director and the Assistant Director of Infant & Toddler, this role provides instructional leadership, staff supervision, and curriculum oversight grounded in developmentally appropriate practice and best practices in early childhood education.

The Assistant Director supports teachers through coaching, onboarding, and professional growth, ensuring that curriculum, classroom environments, and teaching practices foster children’s curiosity, creativity, independence, and social‑emotional development. This role is deeply committed to creating a warm, inclusive, and joyful learning community rooted in Jewish values, while ensuring alignment with the mission, vision, and goals of J Early Childhood and compliance with licensing and accreditation standards.

• Bachelor’s degree in one of the following or related fields preferred:
  Early Childhood Education, Curriculum Development, Special Education, Psychology, Family Studies, or related field.
• Minimum of five (5) years’ experience working with children ages 2‑5, in an educational or similar environment.
• Demonstrated knowledge of developmentally appropriate practice (DAP), play‑based and child‑centered curriculum, and early childhood pedagogy.
• Strong understanding of child development, classroom management, and social‑emotional learning.
• Experience with Jewish early childhood education, including integrating Jewish values, traditions, culture, and holidays into curriculum (or a strong willingness to learn).
• Familiarity with Reggio‑inspired, constructivist, or inquiry‑based approaches.
• Prior experience in a leadership, supervisory, or instructional coaching role (e.g., Pedagogista/Curriculum Coordinator, Assistant Director).
• Experience supporting teachers through coaching, feedback, and professional development.
• Knowledge of state licensing regulations and early childhood compliance requirements (MSDE preferred).
• Experience supporting inclusion, diverse learners, and collaboration with specialists, families, and outside agencies.
• Strong communication, organization, and interpersonal skills.
• Possess strong organizational skills with the ability to muti‑task and prioritize multiple projects and initiatives.
• Proficiency with technology includes computers, i‑Pads, our Parent Portal (Playground App), Microsoft Office Suite (Teams, Word, Excel, PowerPoint), Zoom, and other apps and platforms.
• Must be CPR and First Aid certified or have ability to obtain and maintain CPR and First Aid certification within three months of employment. Medical administration certification is also required for all school leadership.

Specific duties include but are not limited to:

• Provide instructional leadership for the preschool program (ages 2‑5), ensuring curriculum and teaching practices are developmentally appropriate, play‑based, inclusive, and responsive to individual children’s needs.
• Collaborate with the Senior Director and Assistant Director of Infant & Toddler to design, implement, and continuously refine a curriculum grounded in best practices in early childhood education and infused with Jewish values, traditions, and holidays.
• Coach educators in curriculum planning, implementation, observation, and assessment to ensure alignment with program philosophy.
• Support teachers in planning and implementing engaging learning experiences that promote children’s cognitive, social‑emotional,…