Educator, Program Lead

Job Description:

POSITION SUMMARY

Educators at the Pacific Oaks Children’s School (POCS) play a critical role in delivering high‑quality early childhood learning experiences grounded in anti-bias education, emergent curriculum, peaceful conflict resolution, and developmentally appropriate practice. This position supports the core mission of POCS by creating safe and inclusive indoor and outdoor learning environments, partnering with families, and fostering children’s social‑emotional development, inquiry, and play-based exploration. Educators contribute to the design, implementation, and continuous refinement of practices that advance child-centered learning and uphold the school’s foundational values.

The role exists at four progressive levels (I, II, II+, and III), reflecting increasing breadth of responsibility, professional judgment, and leadership influence. These levels align with a tiered framework of decision-making and instructional autonomy:

• Educator I. A foundational practitioner role focused on implementing established classroom practices with direct guidance and support. Decisions are made with close supervision, following defined routines, safety standards, and curriculum frameworks.
• Educator II. An experienced educator role overseeing more complex instructional, caregiving, and family engagement responsibilities with moderate autonomy. Decisions are made independently within established parameters and rely on strong pedagogical judgment and collaboration with colleagues.
• Educator II+ (Senior Educator). An advanced practitioner who bridges classroom expertise and emerging leadership. This role demonstrates readiness for program leadership by independently planning curriculum, coordinating yard-level operations, and providing consistent mentoring to junior staff. Decisions involve high-level professional judgment regarding instructional strategy and daily yard flow, operating with increased autonomy while preparing for the full scope of program management.
• Educator III (Program Leader). A senior leadership role serving as the lead educator in their respective yard or program area. Program Leaders provide instructional and operational oversight, mentor and supervise other educators, guide curriculum development and family partnerships, and contribute to schoolwide initiatives. Decisions at this level involve advanced professional judgment, staff development, and significant influence over program quality and outcomes.

Working in partnership with fellow educators, school leadership, and families, Educators support daily classroom operations and help advance a cohesive, relationship‑based program. Success in this role requires strong communication, cultural humility, reflective practice, and a commitment to fostering equitable, developmentally grounded learning experiences for all children.

LOCATION

This position requires the employee to work at the designated campus location and may require occasional night or weekend hours.

ESSENTIAL FUNCTIONS

Core Functions (applicable to Educator I, II, II+, and III)

All educators are expected to:

• Support and implement the school’s philosophy, values, and pedagogical approach.
• Engage with children in a developmentally appropriate, respectful, and responsive manner.
• Maintain safe, clean, organized, and purposeful indoor and outdoor learning environments.
• Observe and document children’s behavior, development, and interests.
• Collaborate with colleagues to support consistent routines and positive classroom culture.
• Communicate professionally with families through daily interactions and assigned documentation.
• Supervise and support adults in the learning environment, including parents, volunteers, and student observers, ensuring alignment with school practices and student safety.
• Participate in staff meetings, training, and ongoing professional development.
• Participate in school events outside of standard hours, including family engagement activities, conferences, and community events, as assigned.
• Comply with all licensing, health, safety, and school policies.
• Report to their designated supervisor and work within the established organizational structure.

Educator II (includes all the above plus the following)

Educator II staff demonstrate increased experience and education and take on expanded responsibility without program ownership or supervisory authority.

• Supports Educator III in daily yard operations and instructional planning.
• Assists with curriculum implementation and environmental preparation as directed.
• Contributes observations and documentation toward developmental summaries.
• Assists Educator III in preparing for and participating in parent conferences and meetings.
• Provides guidance and informal mentoring to Educator I staff through modeling and support.
• Helps orient new staff, substitutes, and practicum students within the yard.
• Supports consistency in routines, expectations, and classroom practices.
• May assume temporary coverage responsibilities under Educator III direction.

Educator II+ (includes all the above plus the following)

Educator II+ serves as an advanced practitioner who demonstrates readiness for program leadership while not holding full supervisory or program management responsibility. This role bridges classroom expertise and emerging leadership, with increased autonomy and influence across the yard.

• Takes a lead role in implementing curriculum and guiding daily classroom flow in alignment with Educator III direction.
• Independently plans and facilitates learning experiences based on child observations and emergent curriculum.
• Plays a key role in maintaining consistency of pedagogical practices across the yard.
• Supports coordination of daily operations, including transitions, coverage needs, and environmental setup.
• Provides consistent mentoring and coaching to Educator I staff and contributes to the development of Educator II peers.
• Assists in onboarding, modeling best practices, and reinforcing school expectations for new staff and students.
• Takes increased responsibility for documentation, including contributing substantially to developmental summaries and child portfolios.
• Co-facilitates parent conferences and participates in more complex family communications with guidance from Educator III.
• Helps identify classroom or yard-level needs and brings forward recommendations for improvement.
• May take the lead in the temporary absence of the Educator III, ensuring continuity of operations (without formal supervisory authority).

Educator III (includes all the above plus the following)

Educator III serves as the Program Leader for a specific yard, with full responsibility for management, supervision, and program quality.

• Leads and manages the educational program for the assigned yard.
• Develops curriculum and pedagogical practices in collaboration with the Associate Director of Education.
• Supervises, coaches, and evaluates Educator I and Educator II staff.
• Assigns responsibilities and ensures appropriate staffing and coverage.
• Oversees observation systems, documentation, and completion of developmental summaries.
• Serves as the primary supervisor and mentor for fieldwork/practicum students, including coordination with partner programs and providing formal feedback.
• Leads parent conferences, meetings, and complex family communications.
• Lead and facilitate Back to School Night and other key family engagement events.
• Facilitates staff meetings and professional learning within the yard.
• Coordinates with specialists and external consultants to support children’s needs.
• Ensures licensing compliance and alignment with school-wide standards.
• Serves as the primary liaison between the yard and school leadership.
• Participates in strategic planning and school-wide initiatives.

DECISION MAKING:

• Educator I. Educator I makes immediate, tactical decisions regarding child safety, supervision, and direct engagement within established classroom routines. They exercise judgment in responding to children's needs and peer interactions but must consult with the Educator III for any decisions that deviate from the daily plan or involve formal family communication.
• Educator II. Educator II makes independent decisions regarding the preparation of the learning environment and the implementation of curriculum activities as outlined by the Program Leader. They are empowered to make real-time adjustments to yard flow and provide guidance to Educator I staff, but they defer to the Educator III for decisions involving program-wide changes, staff scheduling, or complex behavioral interventions.
• Educator II+ (Senior Educator). Educator II+ makes independent decisions regarding instructional strategy and the daily coordination of curriculum within the yard. They exercise high-level professional judgment in mentoring junior staff and managing classroom transitions without needing constant oversight. While they provide significant input on yard operations and family partnerships, they defer to the Educator III for final decisions on formal personnel evaluations, staff scheduling, or school-wide policy changes.
• Educator III. Educator III holds primary decision-making authority for their assigned yard, including the final design of the pedagogical program, overall staff supervision, and the resolution of complex family or personnel conflicts. While they collaborate with the Associate Director of Education on strategic initiatives, they are responsible for the final determination of daily operations, staff performance reviews, and safety compliance within their team.

Work Schedule and Additional Compensation

This role includes participation in occasional evening and weekend events. Compensation for these responsibilities is provided as hourly compensation for approved events. Participation in designated school events may be a required component of the role, dependent on level of responsibility.

Compensation Structure

Pacific Oaks Children’s School utilizes a tiered compensation model designed to recognize and reward professional growth, academic achievement, and leadership responsibility. This transparent structure allows educators to increase their earnings through three primary pathways: educational advancement (attaining higher degrees), professional promotion (advancing through Educator Levels I-III), and specialized assignment premiums based on yard placement. All hourly additions are cumulative, ensuring that as an educator’s expertise and impact grow, their compensation reflects their value to the school community.

Component

Increase Type

Hourly Addition

Base compensation

Starting point

N/A

Assignment premium: half-day yard

Assignment

$1.00

Assignment premium: full-day yard

Assignment

$2.00

Highest degree: Associate

Education

$1.00

Highest degree: Bachelor

Education

$2.00

Highest degree: Master

Education

$4.00

Level II Promotion

Responsibility

$2.00

Level II+ promotion

Responsibility

$4.00

Level III promotion

Leadership

$5.00

MEASURABLE OUTCOMES

Success in this role is measured by the educator’s ability to promote child development and safety, deliver high-quality curriculum, and build effective partnerships with families and colleagues.

• Children demonstrate secure attachments, positive peer interactions, and engagement in learning activities, as evidenced by observation notes and developmental assessments completed by assigned staff.
• Maintain documentation systems (observation notes, photos, developmental summaries) that are current, organized, and accessible to families and supervisors, with 100% completion of assigned records on schedule.
• Classroom and yard environments are safe, clean, and purposefully organized to support children's independence and learning, verified through weekly environmental audits and supervisor walkthroughs.
• Families report positive communication and partnership with staff through parent surveys, conference attendance, and feedback, with a target of 85%+ satisfaction rating.
• Demonstrate competency in implementing the school's pedagogical approach and curriculum philosophy, as assessed through supervisor observations, peer feedback, and self-reflection.
• Staff meetings, professional development sessions, and training are attended consistently, with 95%+ attendance and documented participation in learning goals.
• Comply with licensing requirements, health and safety protocols, and school policies, with zero substantiated violations or safety incidents attributable to non-compliance.
• (Educator II, II+ and III) Provide effective mentoring and support to junior team members, evidenced by feedback from mentees, improved performance metrics, and successful onboarding of new team members.
• (Educator II+ and III) Demonstrate effective program leadership through supervision, curriculum development, and family engagement, with measurable improvements in yard-level outcomes and staff retention.
• (Educator III) Collaborate effectively with the Associate Director, Education on strategic initiatives, with documented contributions to school-wide professional development and program improvement.

QUALIFICATIONS

All incumbents must be able to meet licensing and health requirements, including TB clearance, required immunizations, and fingerprint/background clearances. Advancement between Educator levels is based on demonstrated competencies, impact on student learning, leadership contributions, and formal academic credentials.

Educator I

Minimum Qualifications

• 12 semester units in Early Childhood Education (ECE) or related coursework (AA preferred).
• Six (6) months of experience working with children in a group setting.

Preferred Qualifications

• Associate degree (AA) in ECE, Child Development, or related field from a regionally accredited higher education institution.
• One (1) year of experience in early childhood settings.

Educator II and II+

Minimum Qualifications

• Minimum of 12 semester units in Early Childhood Education (ECE) or related coursework (AA preferred).
• Bachelor’s degree (BA) in ECE, Child Development, or related field from a regionally accredited higher education institution.
  • A combination of education and/or related professional experience may be substituted for the bachelor’s degree on a year for year basis.
• Two (2) years of teaching experience in early childhood settings using progressive/play-based approaches.

Preferred Qualifications

• Master’s degree (BA) in ECE, Child Development, or related field from a regionally accredited higher education institution.
• Three (3) years of teaching experience in early childhood settings using progressive/play-based approaches.
• Experience mentoring junior staff.

Educator III

Minimum Qualifications

• Minimum of 12 semester units in Early Childhood Education (ECE) or related coursework (AA preferred).
• Bachelor’s degree (BA) in ECE, Child Development, or related field from a regionally accredited higher education institution.
  • A combination of education and/or related professional experience may be substituted for the bachelor’s degree on a year for year basis.
• Three (3) years of progressively responsible teaching experience in early childhood settings using progressive/play-based approaches.
• Demonstrated experience in coaching and evaluating staff, leading curriculum development, and supporting inclusive practices in the classroom.

Preferred Qualifications

• Master’s degree (BA) in ECE, Child Development, or related field from a regionally accredited higher education institution.
• Five (5) years of teaching experience in early childhood settings using progressive/play-based approaches.
• Training or certification in anti-bias education, RIE/Reggio-inspired practice, inclusion and/or special needs support, or related approaches.

KNOWLEDGE, SKILLS, AND ABILITIES

• Ability to perform essential physical requirements of working with young children (e.g., active engagement outdoors, lifting and movement as needed).
• Competence in child observation, documentation, and developmental summary practices.
• Strong family partnership and conflict-resolution skills; ability to manage complex child/family situations appropriately.
• Bilingual skills and ability to partner with diverse families and communities.
• Knowledge of early childhood development, developmentally appropriate practice, and play-based learning.
• Ability to implement emergent curriculum and document children’s learning through observation and reflection.
• Commitment to anti-bias education, inclusive practice, and peaceful conflict resolution.
• Strong communication skills with children, families, and colleagues; professionalism and confidentiality.
• Ability to collaborate in a team-based environment and (Educator II/III) to coach or mentor others.
• Sound judgment in child supervision, health and safety practices, and escalation of concerns.
• Organizational skills to manage routines, documentation timelines, and classroom/yard logistics.

TRAVEL

This position does not have any travel requirements, but commute between campuses (College and Children’s School) and other various off-site locations may be required or optional for various events and professional development.

CONTACT RESPONSIBILITIES:

Routine exchange or presentation of information.

FINANCIAL RESPONSIBILITY:

This position does not require management of budgets, but it is required to follow Pacific Oaks policies for purchasing and budget approvals.

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