Early Childhood Assistant Director (SY26/27)

Position Type: Administrative

Date Posted: 9/25/2026

Location: JEH Early Childhood CenterDate Available: ASAPReporting to the Director of Early Childhood Programs, the Early Childhood Assistant Director serves as a co-instructional leader and operational administrator for the Joseph E. Hill (JEH) Early Childhood and Family Center, ages Birth to 5. This role ensures smooth daily operations and high-quality instructional practices, while maintaining compliance with local, state, and federal Head Start grant requirements. The Assistant Director supports student growth, co-leads staff evaluation and professional development, supports Special Education/IEP processes, and fosters strong family and community partnerships. In the absence of the Early Childhood Director, the Assistant Director assumes operational leadership of the center. The Early Childhood Assistant Director will be held accountable for the following responsibilities: Instructional Leadership & Curriculum Support Instructional Oversight: Review classroom teaching practices regularly to ensure rigorous, high-quality, and developmentally appropriate instruction, reviewing instructional practices in each classroom on a regular basis for the purpose of improving teaching and learning. Compliance & Monitoring: Conduct monthly observations, individual assessments, and Child Development Plans (CDP) to meet district standards and Head Start grant expectations. Program Improvement: Evaluate educational program outcomes, utilizing academic and developmental data to guide decision-making and continuous improvement. Transition Planning: Facilitate smooth educational transitions for incoming students and outgoing children entering kindergarten, including supporting the Summer JumpStart program. Operations, Grant & Risk Management

Administrative Duties: Manages a variety of school administrative functions (e.g. Crisis and emergency policy, MTSS policy, student disciplinary policy, school schedule, assigned personnel, etc.) for the purpose of enforcing school, district and state policy and maintaining safety and efficiency of school operations and performing any other duties as assigned. Center Operations:

• Oversee transportation, direct daily site operations, manage administrative functions, and ensure the smooth execution of school schedules, facilities management, and emergency policies.
• Coverage & Staffing:
• Oversee substitute schedules for teachers and teaching assistants; step into classroom instruction as necessary to maintain center operations.
• Grant & Regulatory Compliance:
• Facilitate meetings, complete documentation, and compile records (agendas, minutes, sign-in sheets) required for Head Start and state auditing reviews.
• Safety & Conduct:
• Maintain student conduct and disciplinary standards, lead crisis/safety teams, and foster a safe, positive learning environment.
• Personnel Supervision & Professional Development
• Staff Evaluation:
• Evaluate certified and non-certified staff using the District 65 evaluation model to support professional growth and improve instruction.
• Staffing Support:
• Assist with interviewing, hiring, and placing classroom personnel, family support specialists, and support staff.
• Capacity Building:
• Plan and lead educational staff meetings, team meetings, and professional growth opportunities aligned with district goals and recertification requirements.
• Special Education & Student Support SystemsMTSS & Early Intervention:
• Facilitate Multi-Tiered System of Supports (MTSS) processes to ensure early intervention and equitable access for all learners.
• Family & Community Engagement
• Family Engagement:
• Partner with Family Support Specialists to oversee intake, enrollment, and registration processes.
• Stakeholder Relations:
• Promote ongoing communication and build trusting relationships with families, community partners, and diverse stakeholders.
• Equity & Inclusion:
• Encourage school-wide practices of cultural equity, social-emotional learning, and inclusive environments for all families.
• Professional Ethics & Organizational Integrity
• Ethical Leadership:
• Exhibit ethical and moral behavior in everyday conduct.
• Confidentiality & Compliance:
• Maintain strict confidentiality regarding student, family, and personnel data in compliance with district, state, and federal guidelines.

Degree: Master's degree in Early Childhood Education, Educational Leadership, or a related field preferred.

Licensure: Professional Educator License (PEL) with General Administrator or Principal Endorsement.

Experience Required: Professional Experience:

• Minimum 5 years of teaching experience (with a background in early childhood development) and 2+ years of school administrative experience preferred.
• Knowledge Base:
• Strong knowledge of early childhood growth patterns, Head Start grant regulations, MTSS frameworks, and IEP/504 compliance.
• Bilingual Preferred:
• Fluency in Spanish is preferred.
• Knowledge, Skills, and Abilities:
• Ability to articulate a vision, set high standards, and effectively guide schools and principals in the realization of expectations set
• Expertise in leadership development and instructional leadership. Ability to coach directors and managers toward excellence, build capacity of content area teams and develop meaningful and high impact professional communities for teachers and school leaders
• Strong communication skills (speaking - including presentations - listening, and writing)
• Demonstrate high levels of instructional expertise, integrity, honesty, credibility, and the courage to make difficult yet necessary decisions
• Effective strategic planning capabilities, including the ability to establish long-term vision and goals, and align/manage activities toward goal fulfillment
• Strong leadership and team building skills, e.g. ability to develop high performing teams united around a clear vision for serving schools and achieving student success
• Knowledge of operations, budget/finance, management and organizational development
• Ability to build collaborative relationships with a variety of constituent groups, including external partners, to ensure the entire system operates in the most effective manner possible to support schools and principals