MECK Pre-K Bilingual Teacher Evaluator
Smart Start of Mecklenburg County (Smart Start or SSMC) is a Charlotte-based non-profit that funds local programs for children ages birth to five and their families. The organization is a catalyst for improving the lives of the 85,000+ young children in our community, with a focus on health, family, early education, and literacy. We mobilize resources and forge partnerships to support evidence-based policies, practices, and programs to ensure all children enter kindergarten healthy and ready to succeed.
Smart Start has a budget of over $35 million comprised of funding from the state of North Carolina, Mecklenburg County, and private donations and grants. SSMC funds approximately 25 programs annually serving over 25,000 young children and their families and administers Mecklenburg County’s MECK Pre-K program, which provides free Pre-K to children in the community. SSMC also operates programs and campaigns internally, including Dolly Parton’s Imagination Library, Guiding Parents to Services, Ready4K, and The Basics Mecklenburg. The organization is also the leader in research, data, convening and collaborating on issues related to children 0-5 in the Greater Charlotte area.
Job summary:
The MECK Pre-K Teacher Evaluator works with the MECK Pre-K lead teachers to set a high standard of excellent practices by utilizing the NC Teacher Evaluation System to improve classroom instruction (conduct classroom observations that align with the NC Professional Teaching Standards). The Evaluator provides services to assigned early childhood education lead teachers who hold or are eligible to hold a North Carolina Birth-through-Kindergarten License, and who are employed by the MECK Pre-K Program. The Evaluator collaborates directly with the MECK Pre-K Quality Assurance & Compliance Manager to ensure consistent implementation of the NC Department of Public Instruction (NC DPI) teacher evaluation process. This position is responsible for ensuring that all aspects of the services are delivered according to guidelines and procedures established by the MECK Pre-K Program in accordance with NC State Board of Education policies.
Essential duties and responsibilities:
Guide evaluation and licensure process
• Meets with program site administrator, teacher and mentor to determine observation and evaluation schedule for each quarter per required observation/evaluation schedule
• Conducts formative assessments following prescribed MECK Pre-K guidelines and procedures, in accordance with NC State Board of Education licensure policy
• Collaborates with Early Childhood Education partner agencies to maximize professional growth of assigned teachers
• Conducts summative evaluations in accordance with NC State Board of Education licensure policy (classroom observation, analysis, and post conference with teachers, sign off on all required components including the professional development plans)
• Reviews summative results with the Early Childhood Education teacher, program site administrator, and the mentor. Involves others as needed
• Submits formative observations and summative evaluation results (along with notes, and other supporting documents) through NC DPI’s Online Educator Evaluation System by designated timelines
• Maintains contact logs documenting teacher observations, strategies, other related activities, and action plans
Professional development
• Attends required professional development as prescribed by the MECK Pre-K Program (Creative Curriculum, Teaching Strategies GOLD, and etc.), NC Teacher Evaluation training and NC DPI requirements
• Attends additional professional development offered by MECK Pre-K, NC DPI, and others – to include orientation, teacher evaluation process, evaluator reliability training, and others as needed
Internal and external communication
• Communicates orally and in writing with internal staff and external partners about MECK Pre-K Program evaluation & support services
• Establishes and maintains a cooperative working relationship with teachers, site administrators, MECK Pre-K support staff and community, ensuring open lines of communication
• Strong oral and written communication; ability to nurture, listen, guide, coach, support adults and build on strengths
• Exceptional interpersonal skills – Ability to actively participate as a member of a mentor-teachers- evaluator team to meet program goals. Teamwork is essential to this position
• Building collaborative partnerships with site administrators and technical assistance professionals across sectors to support coordination of effective mentoring, coaching and evaluation of teachers being served
• Maintains contact logs documenting teacher observations, strategies, other related activities, and action plans
• Offer feedback to the MECK Pre-K Quality Assurance & Compliance Manager, MECK Pre-K Curriculum and Teacher Support Manager and MECK Pre-K Support Team about general teaching practices, teacher support and specific changes or trends observed across MECK Pre-K classrooms to inform and strategize as to additional supports of training needed
Education, experience, and other job functions:
• Candidates must speak both English and Spanish fluently
• Minimum of master’s degree in Early Childhood Education or related field, Curriculum and Supervision or Education Administration – preferred, not required
• Minimum of North Carolina Birth-Kindergarten (BK) or Pre-K Add-on Professional Teaching License (Continuing License), Curriculum and Supervision or principal license in Early Childhood area
• Five years as a successful lead teacher in a Pre-K age classroom and three years of experience in a leadership role, three years of experience as Pre-K Specialist/Coordinator or adjunct professor in Early Childhood or related field
• Three to five years of increasingly responsible and progressive leadership experience in early education programs, including direct experience with young children combined with training, mentoring or providing TA to teachers
• Equivalent education and experience may be considered
• Knowledge of child development and application of theory; adult learning theory and evidence-based practices in designing and delivering effective professional development
• Knowledge of NC Professional Teaching Standards, NC Department of Public Instruction’s Educator Effectiveness System and NC Foundations for Early Learning and Development
• NC State Board of Education Teacher Licensure Policy: Beginning Teacher Support Program and NC Department of Public Instruction’s Mentor Standards and knowledge about NC educator licensure requirements
