Educator, Program Lead
Location: Pasadena, CA · Type: Full time · Posted: 2026-06-05 ·
Reference: R0012046
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.
Compensation & Benefits
This opportunity is budgeted at $26.00-27.94 base compensation. Additional
compensation factors may impact total compensation. To learn more about our
competitive benefits and additional rewards, including generous paid time-off,
medical and dental insurance coverage, life and disability insurance,
retirement plan with employer contribution, multiple flexible spending
accounts, tuition reimbursement, click the link below.
https: // www. pacificoaks.edu/about/careers-pacific-oaks/
Pacific Oaks is an Equal Opportunity Employer.
Pacific Oaks participates in E-Verify and verifies identity and employment
eligibility of all persons hired.
Compliance with Federal Antidiscrimination Guidance
Pacific Oaks College is committed to providing equal employment and
educational opportunity to all people and strictly adheres to federal anti-
discrimination laws. In accordance with DOJ guidance, the College affirms that
no programs, hiring practices, promotions, admissions, or other decisions
shall provide preferential treatment based on race, color, national origin,
sex, religion, age, disability, or other protected characteristics without
appropriate lawful rationale. The College will also ensure compliance of its
third-party contractors or program partners in this regard.
Disclaimer
The duties listed above describe the general nature and level of work expected
of faculty in this position and are not an exhaustive list of
responsibilities. The College reserves the right to amend or modify the job
description as institutional needs evolve. Pacific Oaks College provides equal
employment opportunities to all persons without regard to race, color,
ethnicity, religion, sex, sexual orientation, national origin, age, marital
status, disability, or any other protected status under applicable law.
