Preschool Intervention Specialist

TITLE:

Preschool Intervention Specialist at Wayne Hills Preschool Center

To support the academic, developmental, and social‑emotional growth of preschool students through the delivery, modeling, and coordination of high‑quality, developmentally appropriate instruction and intervention. This role focuses on closing early learning gaps, promoting kindergarten readiness, and ensuring alignment with early learning standards. The Preschool Intervention Specialist works directly with students and collaboratively with teachers to implement targeted supports in early literacy, early numeracy, and social‑emotional learning.

• Valid teaching certification in Early Childhood Education or PreK‑3.
• Experience in a preschool or early childhood setting.
• Training or endorsement in early childhood education, early intervention, or special education preferred.
• Demonstrated knowledge of developmentally appropriate practices, social‑emotional learning frameworks, and kindergarten readiness standards.
• Strong interpersonal and collaborative skills.

Principal

• Collaborate with preschool teachers, instructional assistants, and school specialists to identify students who need additional academic or social‑emotional support.
• Provide small group and individual interventions in early literacy, early math, and SEL to students not yet meeting developmental milestones.
• Utilize evidence‑based practices and developmentally appropriate strategies to support students' growth in self‑regulation, relationship‑building, early language, and numeracy.
• Support the implementation of a tiered intervention framework within the preschool setting.
• Align instructional and intervention practices with kindergarten expectations to support a seamless transition.
• Model effective instructional strategies and provide coaching and resources to preschool staff.
• Collect, analyze, and use observational and assessment data to guide instructional planning and monitor progress.
• Maintain documentation and progress monitoring records in compliance with division and state expectations.
• Assist with professional development and planning sessions related to SEL, instructional alignment, and early intervention strategies.
• Foster collaborative relationships with families to support student development and promote school‑home partnerships.

The physical demands of this position require regular mobility, interaction with young children at their level (kneeling, bending, sitting on the floor), and occasional lifting of up to 25 pounds. Effective verbal and auditory communication is essential for working with students and staff.

Work is typically performed in a classroom or early childhood setting. The role may involve activities outdoors or in gross motor areas. Reasonable accommodations will be made to enable individuals with disabilities to perform the essential functions.

200‑day contract. Salary and work year are determined by the Board.

Performance will be evaluated in accordance with Board policy for professional personnel, with a focus on student outcomes, instructional support, and collaboration.