Preschool Intervention and Referral Specialist (PIRS) (Cert. No. 1013 or N-8 Certification)

TITLE: Preschool Intervention & Referral Specialist (PIRS)

QUALIFICATIONS:

• NJ Instructional Certification (Standard only) with the Preschool-3 or N-8 endorsement, or an Educational Services Certification (Standard only)
• Three to five years successful teaching experience in a preschool with a summative rating of effective or highly effective using a State-approved evaluation system.
• Experience providing professional development to classroom teachers preferred.
• Experience with Creative Curriculum and performance-based preschool assessments.
• Must be familiar with Positive Behavior Support (PBS) plan content and development.
• Excellent interpersonal communication and organizational skills; Bilingual (Spanish) a plus.
• Must complete the Pyramid Model for Promoting Social and Emotional Competence in Infants and Young Children training program, preferably prior to starting the school year, but no later than the first year of hire.
• Pass mandatory pre- employment physical, including drug screening in accordance with N.J.S.A.18A: 16-2(b)
• Pass mandatory criminal history screening in accordance with 18A:6-7.1.
• Consistent attendance as defined by the New Jersey Department of Education.
• Proficient with Microsoft Office, Google, and general computer skills.
• Possess a valid drivers' license and ability to drive to various early childhood education sites.

REPORTS TO: Director of Special Services and Building Principal

JOB GOALS: The PIRS provides coaching for the teachers to enhance their use of the Pyramid Model for Promoting Social and Emotional Competence in Infants and Young Children practices in the classroom, the district's curriculum, principles of early childhood education, and childhood development. The PIRS consults with a team of experts, the Preschool Intervention and Referral Team (PIRT), to provide strategies and possible interventions for the teachers to implement in the classroom to promote the success of all young children.

PERFORMANCE RESPONSIBILITIES:

• Supports the implementation of the early childhood curriculum.

2. Visits classrooms to take anecdotal notes on student social emotional development and provide support teachers and

students.

3. Conducts classroom visits, including those located outside the district, to provide practice-based coaching on the

Pyramid Model using written strategies, modeling, and consultation.

4. Supports classroom teachers by observing, collecting data on individual students who are exhibiting difficulty in the

classroom as indicated through the screening process and/or the observations of the classroom teacher by the PIRS or

master teacher to develop PBS Intervention Plans, model interventions, and provide/demonstrate strategies for the

teacher to implement.

5. Continually meets with the teachers and families and routinely checks to see if strategies are working or if revisions

are necessary.

6. Conducts Teaching Pyramid Observation Tool (TPOT) observations on assigned classrooms and meets with the teachers

and Preschool Master Teacher, as necessary, to provide feedback and coach on areas of need as indicated by the tool

(this is not part of the teacher evaluation system).

7. Maintains appropriate data for all steps of PIRT/PIRS process including, but not limited to, practice-based-coaching

logs, data collections on TPOT, results for each assigned classroom, developmental screening results, Requests for

Assistance (RFA), meetings, teacher interventions, professional development, family interactions and assistance, PBS

planning and implementation, referrals to special education, etc.

8. Facilitate transition of all PIRT/PIRS case files to other programs as necessary (i.e., Kindergarten, CST).

9. Schedule and facilitate case review meetings, track PIRT Team caseloads and subsequent referrals to CST, and meet

with families to obtain necessary support.

10. Coaches teachers on the administration, data interpretation and use of assessment data to plan instruction using

Performance-Based Assessments.

11. Assists teachers in designing and employing effective learning centers in their classrooms.

12. Models effective instructional techniques for teachers based upon best practices and demonstrates how to create a

stimulating, attractive, organized, functional, healthy and safe classroom environment.

13. Works cooperatively with adults in the classrooms, establishing clear expectations for roles and responsibilities.

14. Plans, conducts, and implements on-going professional development and technical assistance around the Pyramid

Model for classroom staff, parents and families, administrators and master teachers.

15. Collaborates and communicates with the Special Education Department in providing appropriate services for special

needs students.

16. Attends and participates in faculty meetings and fulfills required duties.

17. Participates in parent meetings with teachers to discuss pupil's progress and interpret the school program, when

appropriate.

18. Confers with the Community Parent Involvement Specialist, Preschool Master Teacher, Special Education

staff/administration, and PIRT Team on a regular basis to ensure appropriate support for teachers, students, and

parents.

19. Maintains a level of professional competence appropriate to the specific area of certification, assignment and matters

of general educational importance and shares such knowledge with others as appropriate.

20. Maintains positive, cooperative, and mutually supportive relationships with instructional staff, administration,

students, parents, and resource agency representatives for the benefit of the students.

21. Ensures confidentiality of student information.

22. Recommends curriculum modifications when needed.

23. Performs other related professional duties as assigned by administration.

ESSENTIAL JOB FUNCTIONS:

• Willing to assist students with feeding, basic hygiene and toileting needs and behavioral needs.
• Able to push, pull, bend, twist, kneel, lift 50 lbs.
• Able to physically move quickly to respond to emergent situations to ensure student safety.

TERMS OF EMPLOYMENT: Ten months; must be willing to work up to 20 additional days in the summer

EVALUATION:

Performance of this job will be evaluated annually in accordance with state law and with provisions of the Board's policy on Evaluation of Professional Personnel.

SALARY & BENEFITS: Penns Grove- Carneys Point Regional Teacher Negotiated Agreement

ANNUAL SALARY RANGE: $65,390.00 - $99,775.00

BENEFITS PACKAGE INCLUDES: Medical, prescription, and optional dental insurance

Flexible Spending Account (FSA)

Optional Disability Insurance (AFLAC, Prudential, and American General)

Pre-Tax Deduction Options

Employee Assistance Program (EAP)