PIC / PIRS: Preschool Instructional Coach (0.5) & Preschool Intervention & Referral Specialist (0.5) 2025-2026 School Year

PIC / PIRS: Preschool Instructional Coach (0.5) & Preschool Intervention & Referral Specialist (0.5) 2025-2026 School Year 

The Chesterfield Township School District, a high-achieving PK-6 district located in northwestern Burlington County, is seeking one qualified and motivated Preschool Instructional Coach and Preschool Intervention and Referral Specialist (PIC/PIRS) for our high-quality full-day Preschool Program for the 2025-2026 school year.  

Requirements & Qualifications 

· Valid New Jersey Teaching Certificate – Preschool through Grade Three (P-3)

· Master’s Degree in Early Childhood Education, Special Education, School Psychology, Social Work and/or Related Field

· Minimum of three years of experience teaching in general education preschool program

· NJDOE Preschool Professional Development Fellow status or willingness to complete in Fall 2025

· Experience with a wide range of appropriate early childhood performance-based and classroom quality assessment instruments

· Strong knowledge of child development, early childhood practices, and NJDOE Preschool Teaching and Learning Standards

· Experience with intervention and referral services for young children, including behavioral, social-emotional, and developmental support.

· Experience providing professional development to classroom teachers

· Strong understanding of cultural and linguistic diversity in classrooms with the ability to guide culturally sensitive interventions.

· Excellent interpersonal, communication, and organizational skills to effectively collaborate with educators, parents, and external agencies. 

Additional requirements – at least one of the following:

· Certification that includes an endorsement for multilingual learners

· Certification that includes an endorsement for teacher of students with disabilities

· A graduate degree in early childhood education with an emphasis on early literacy and/or early mathematics 

District maximum preschool universe estimated to be 8-10 classrooms across 2 settings. 

Performance Responsibilities

PIC Job Goal: Provide and maintain high levels of quality by helping and supporting preschool instructional staff. The primary role of the PIC is to visit classrooms and coach teachers using a reflective cycle. According to requirements of Preschool Expansion Aid, the district shall provide a PIC at a ratio of no more than 20 preschool classrooms for each preschool instructional coach. 

· Visit preschool classrooms on a regular basis to coach and provide feedback to teachers to support high quality teaching practices using the reflective cycle.

· Provide feedback directly to teaching staff based on the reflective cycle plan and model exemplary practices and regularly meet with the early childhood supervisors, program directors, or principals. 

· Recordkeeping, including use of the reflective cycle, for all visits.

· Coach teachers on the use of performance-based assessments including supporting quality assessment practices, interpretation of data and the use of assessment data in planning.

· Administer structured program evaluation instruments to measure quality practices in preschool classrooms. Examples of program evaluation instruments include curriculum implementation fidelity tools, Early Childhood Environment Ratings Scale -Third Edition (ECERS-3), Supports for Early Literacy Assessment (SELA), and the Preschool Classroom Mathematics Inventory (PCMI).

· Use performance-based assessment data and results of structured classroom observations to determine and support a high-quality curriculum implementation, plan specific goals, and create training opportunities.

· Model developmentally appropriate classroom practices and lessons, facilitate PLC meetings, and plan and implement workshops to strengthen areas of needed improvement identified from structured observation instruments (aggregated data), curriculum observation instruments, performance-based assessment results, district evaluation data, and other information.

· Plan and provide professional development experiences for classroom teachers that align with the New Jersey Preschool Teaching and Learning Standards, the school district's Department of Education (DOE) approved curriculum, the district's DOE approved professional development plan and classroom-quality assessment data. Professional development should be presented in a variety of participant settings, ranging from small groups to cohorts to entire staff.

· Confer with early childhood supervisor to coordinate, articulate, and provide professional development for all staff.

· Provide individualized follow-up support to the teacher's level of development and plan small group meetings/trainings for teachers with similar needs.

· Reflect on own professional development needs, attend workshops, read research articles, consult with others, etc. Additional Support

· Confer regularly with the Community Parent Involvement Specialist (CPIS), and other relevant school/district personnel to plan for smooth transitions for children entering preschool through grade three programs.

· Assist the Community Parent Involvement Specialist (CPIS) in planning parent involvement activities (e.g., ensuring that the results of the performance-based assessment along with other information about the preschoolers are shared with kindergarten staff, planning parent workshops together, planning visits to kindergarten classrooms).

· Provide technical assistance to district and provider administrators to discuss curriculum goals, professional development, performance-based assessment, structured observation visits, etc.

· Support transition activities, programs, and services between and among preschool through grade three programs.

· Perform additional duties as assigned that are directly related to early childhood classroom improvement.         

PIRS Job Goal: The Preschool Intervention and Referral Specialist (PIRS) is responsible for providing targeted support and interventions to preschool children, families, and educators in line with the NJDOE Preschool Expansion Aid objectives. The role aims to identify and address developmental, behavioral, and learning challenges early in children ages 3-5, ensuring all students have access to a supportive and inclusive early learning environment. The PIRS collaborates with teachers, administrators, and parents to implement developmentally appropriate, research-based interventions and referrals to support children’s overall growth, enabling their academic and social-emotional success. 

Performance Responsibilities 

Assessment and Identification

· Conduct observational assessments and screenings of preschool children to identify developmental, behavioral, and social-emotional needs.

· Use evidence-based assessment tools to accurately document students’ strengths and needs.

· Maintain up-to-date records of assessments, interventions, and follow-ups in alignment with NJDOE guidelines. 

Intervention Planning and Implementation

· Develop and implement individualized, evidence-based intervention plans for children exhibiting developmental, social-emotional, or behavioral challenges.

· Collaborate with teachers to integrate classroom-based interventions and strategies, supporting positive behavioral and academic outcomes.

· Monitor and adjust interventions as necessary to meet the evolving needs of students. 

Family Engagement and Support

· Communicate with families to provide insights on their child’s progress and to engage them as active participants in the intervention process.

· Offer resources, workshops, and information sessions for parents to support their child’s development at home.

· Connect families to additional resources and services, such as community mental health providers, if needed. 

Teacher Collaboration and Professional Development

· Coach preschool teachers and staff on implementation of the Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children (The Pyramid Model)

· Work closely with classroom teachers to implement and refine intervention strategies within the preschool environment.

· Conduct training sessions and workshops for preschool educators on the Pyramid Model, intervention techniques, behavior management, and inclusive practices.

· Provide ongoing feedback and support to educators, reinforcing their ability to address students’ diverse needs. 

Referral and Coordination of Services

· Identify students who may benefit from additional services beyond the classroom, such as speech-language therapy, occupational therapy, or behavioral counseling.

· Consult with other related service providers (Preschool Intervention and Referral Team) and teachers to implement appropriate interventions to ensure equitable access within the general education classroom

· Serve as the primary liaison between the school, external service providers, and families to ensure coordinated service delivery.

· Maintain relationships with community agencies and organizations that provide support services for preschool-aged children. 

Data Collection and Reporting

· Complete classroom observations to assess implementation of the Pyramid Model using the Teaching Pyramid Observation Tool (TPOT) and share results with the Supervisor.

· Document and maintain detailed records of assessments, interventions, and outcomes for each child receiving services.

· Regularly analyze data to measure the effectiveness of interventions and make data-driven adjustments as needed.

· Prepare and submit required reports to meet NJDOE Preschool Expansion Aid (PEA) funding requirements. 

Program Development and Evaluation

· Assist in the development and implementation of the district’s preschool intervention program in alignment with NJDOE standards.

· Participate in program evaluations to improve intervention and referral practices.

· Provide feedback and recommendations to administrators on the effectiveness of interventions and services. 

Compliance and Best Practices

· Ensure all interventions and services adhere to NJDOE policies and Preschool Teaching and Learning Standards.

· Remain up to date with best practices in early childhood intervention, mental health, and developmental support for preschool students.

· Attend relevant professional development opportunities to enhance knowledge and skills in early childhood intervention. 

Interested candidates - please send cover letter, resume, copy of certification, copy of college transcripts, and two letters of recommendation to employment@chesterfieldschool.com. c/o Dr. Melissa Carlton, Supervisor of Special Services & Early Childhood Education. Applications will be accepted until the position is filled.