For best consideration, please submit application materials by March 8, 2026.

*To be considered for this role, please submit a complete application including Employment History, Resume & Cover Letter. In your Cover Letter, please tell us how your education and experience prepares you to meet the goals of this position.

Job Summary

Provides regular reflective and relationship-based coaching to teachers and instructional leaders working in early childhood programs. Partners with teachers and administrators to meet classroom and program goals, best-practice standards and increase the level of job-embedded professional development. Partners to establishes a mindset of continuous quality improvement.

Essential Duties

1. Establishes and maintains ongoing collaborative relationships with early education programs and a range of educators to develop the most conducive environment for learning, reflection, and coaching.
2. Integrates racial justice and equity principles into coaching strategies while conducting regular coaching sessions with educators and instructional leaders
3. Partners with administrators and teachers to facilitate goal setting, data evaluation, and observation feedback.
4. Collaboratively establishes action steps and identifies available resources through engaged data dialogues and reflective conversations.
5. Supports continuous quality improvement in practice with a focus on program goals, standards and early childhood inclusive practices.
6. Conducts regular direct observations of coachee in practice using formal and informal tools and provides feedback.
7. Uses technology when appropriate to support programs and coachees through video review, feedback, and resource sharing.
8. Provides mentorship, modeling, consultation, and training when appropriate to strengthen practice implementation and reach collaborative coaching goals.
9. Serves as a resource in identifying appropriate research-based strategies and interventions to improve outcomes for children and families.
10. Uses coaching data to help inform training and technical assistance plans and goal setting.
11. Coordinates and supports networks and communities of practice for educators.
12. Provides training for early childhood providers.
13. Participates in coach mentoring and ongoing coaching professional development opportunities.

Additional Duties

1. Attends professional development trainings and events as appropriate.
2. Performs all other duties as assigned.

Minimum Qualifications

Education: Bachelor degree in early childhood education, human development, child and family studies, social work, sociology, psychology or related field; OR a Step 10 on the Oregon Registry and coursework in age three to five development; OR Associates degree WITH the ability to obtain a bachelor degree in early childhood education, human development, child and family studies, social work, sociology, psychology or related field within four (4) years of hire

Experience/Training:

• Minimum (5) years of experience teaching in, coordinating, or coaching in an early childhood program with a focus on preschool, including at least two (2) years of experience in leadership role
• Advanced knowledge of and experience working with the Pan-African American/Black communities demonstrated by knowledge of the traditions, values, and customs of Pan- African American/Black communities as well as the ability to identify specific examples of experience working directly with individuals and families who identify as Pan- African American/Black
• Current driver’s license, insurance, and access to reliable automobile during work hours for transportation to off-campus sites. Must have at least three (3) years of driving history
• Experience incorporating diversity, equity, and inclusion practices into teaching and coaching methods

At the college's discretion, additional education/experience above may be substituted for experience/education on a year-for-year basis.

Other Qualifications:

• Possession of, or ability to obtain, an Oregon Registry Master Trainer Certification within one (1) year of hire
• Must be able to travel throughout the county and to other required opportunities, including overnight and/or on weekends on occasion and with ample notice
• Must be able to enroll in the Oregon Central Background Registry prior to beginning employment and enrollment must be maintained throughout employment
• Must complete required Oregon Department - Education Early Learning Division Self-Study Trainings within 30 days of hire

Preferred Qualifications

• Experience using or training in Practice Based and/or Transformational Coaching in early childhood settings
• Training in Practice Based and/or Transformational Coaching in early childhood settings.
• Knowledge of early learning quality assessment tools preferred, including:
• Classroom Assessment Scoring Scale (CLASS™)
• Environmental Rating Scale(ERS) (specifically, Early Childhood Environmental Rating Scale-3 and Family Child Care Environments Rating Scale Program Assessment Scale (PAS)
• Knowledge of child assessment and screening tools preferred, including:
• Teaching Strategies Gold
• Teaching Pyramid Observation Tool
• Ages and Stages Questionnaire
• Ages and Stages Questionnaire-Social Emotional

Knowledge, Skills and Abilities

• Knowledge of how children birth to five learn within the context of ongoing, meaningful relationships with important adults in their lives
• Knowledge and understanding of the needs of preschool children, their families, and those who work with them
• Knowledge of how programs engage families in partnerships
• Knowledge of effective teaching practices
• Ability to engage and support families with diverse languages and cultures
• Demonstrated knowledge and understanding of issues surrounding systemic inequity, systemic racism and the ongoing pursuit of methods to address these both individually and within group process
• Knowledge of inclusive practices in preschool programs
• Knowledge of how to best support the early learning workforce in all settings
• Effective techniques of adult learning and relationship-based coaching practices
• Ability to plan, organize, and effectively manage time
• Ability to build collaborative partnerships with stakeholders, and provide services that are culturally competent and appropriate to the needs of the target audience
• Ability to independently perform the duties of the position efficiently and effectively
• Ability to communicate formally and informally with a wide range of contacts and demonstrate tact, diplomacy, empathy, and friendliness in dealing with people under stressful conditions, either by phone, through video or in person
• Ability to work respectfully with individuals of all cultures, backgrounds, perspectives, and abilities
• Ability to use equipment necessary to carry out job responsibilities such as, but not limited to, computer and virtual training software, cell/telephone, projectors, digital cameras, and video recorders

Working Conditions

Works in a variety of office and classroom settings. As necessary to meet workload demands, works outside of typical schedule, including flexible evening/weekend hours. Work requires travel to off-campus locations and periodic weekend or overnight trips with advance notice. Work is sometimes performed in an emotional and stressful environment

Salary Placement
Initial salary placement will be based on years of relevant full-time equivalent experience at the sole discretion of the College, per the guidelines in the Collective Bargaining Agreement and in accordance with all applicable state and federal laws. Please include all relevant full and part-time experience (including unpaid and volunteer experience) in your application that you want the College to review towards potential placement. Hired employees will not have an opportunity to update past experience or appeal initial placement after the time of hire.