Job Overview: 

ACS International School Doha is seeking a visionary Early Childhood Coordinator to lead and further develop our Pre-K3 through Kindergarten program, ensuring it reflects the highest standards of early childhood education and the IB PYP Early Years philosophy.

This role is designed for an experienced early childhood leader who not only understands developmentally appropriate, play-based learning, but who can take the program to the next level—strengthening pedagogy, deepening inquiry, and ensuring a cohesive, future-focused early years experience for our youngest learners.

The Early Childhood Coordinator provides instructional leadership and program oversight for Pre-K3 to KG, balancing a strong understanding of child development with strategic thinking, innovation, and a commitment to continuous improvement. Working closely with the PYP Principal, teachers, learning support staff, and families, the coordinator ensures that the early years program is nurturing, inclusive, and aspirational laying a powerful foundation for lifelong learning.

Key Responsibilities

1. Early Childhood Instructional Leadership

• Lead the implementation of IB PYP Early Years philosophy across Pre-K3 to KG, with a strong emphasis on play-based, inquiry-led learning.
• Support teachers in designing learning experiences that reflect developmentally appropriate practice, child agency, and holistic development.
• Guide the use of learning through play, exploration, and social interaction as core pedagogical approaches.
• Conduct regular classroom observations focused on early years best practice and provide constructive, supportive feedback.
• Ensure learning environments are thoughtfully designed to promote curiosity, independence, and wellbeing.

2. Curriculum Coordination (Pre-K3 – KG)

• Coordinate planning and curriculum coherence across all early childhood grades.
• Support teachers in aligning units of inquiry, learning outcomes, and assessment with IB Early Years principles.
• Ensure a smooth developmental progression from Pre-K3 through KG and into Grade 1.
• Support the use of formative assessment practices such as observations, learning stories, portfolios, and documentation panels.
• Collaborate with specialists (Arabic, PE, Music, etc.) to ensure integration into the early years program.

3. Student Development, Wellbeing, and Inclusion

• Promote a nurturing and emotionally safe environment that supports social-emotional development, self-regulation, and positive relationships.
• Work closely with Learning Support, counselors, and external professionals to support students with additional needs.
• Support the development and implementation of individual learning or support plans for early childhood students as needed.
• Monitor transitions (home to school, Pre-K to KG, KG to Grade 1) to ensure continuity and student wellbeing.

4. Teacher Support and Professional Growth

• Mentor and coach early childhood teachers, with a focus on reflective practice and continuous improvement.
• Support induction and onboarding of new early years teachers.
• Coordinate professional development specific to early childhood education, including play-based learning, child development, and classroom environment design.
• Facilitate collaborative planning and professional dialogue among early childhood staff.
• Support teacher appraisal processes in collaboration with the PYP Principal.

5. Family Partnership and Communication

• Serve as a key point of contact for early childhood parents regarding learning, development, and wellbeing.
• Support parent education initiatives related to early childhood development and the IB PYP Early Years approach.
• Participate in parent conferences, workshops, and community events relevant to the early years.
• Promote strong home-school partnerships that support children’s growth and transition into school life.

6. Program Oversight and Administration

• Support scheduling and organization specific to early childhood (class structures, routines, transitions).
• Maintain accurate records related to early childhood students, in line with school policies.
• Contribute to accreditation, evaluation, and reporting processes related to the PYP Early Years.
• Collaborate with the PYP Principal on staffing, resources, and program development for early childhood.

7. Safety, Care, and Compliance

• Ensure early childhood classrooms meet all health, safety, and safeguarding requirements.
• Support consistent and age-appropriate behavior guidance practices.
• Work with school leadership to maintain a safe, secure, and nurturing environment for young learners.

Qualifications and Experience

• Bachelor’s degree in early childhood education (Master’s degree preferred).
• Teaching certification with significant experience in early childhood (Pre-K – KG).
• Strong knowledge of IB PYP Early Years philosophy and practice.
• Demonstrated experience in early childhood curriculum leadership or coordination.
• Deep understanding of child development, play-based learning, and inclusive practices.

Key Skills and Competencies

• Strong instructional leadership grounded in early childhood best practice.
• Excellent communication and relationship-building skills with young children, families, and staff.
• High levels of empathy, patience, and emotional intelligence.
• Strong organizational and coaching skills.
• Commitment to continuous improvement and reflective practice.

Work Environment

• Campus-based role with daily interaction with young children and early years staff.
• Attendance at early childhood events, parent meetings, and professional learning sessions as required.
• Flexibility to respond to the developmental and operational needs of the early years program.