Early Childhood Education Jobs in Maine
Early Childhood Education jobs in Maine are concentrated in Portland, Bangor, and Lewiston-Auburn, where child care centers, Head Start programs, and public pre-K classrooms generate the steadiest demand. Employers with a lasting presence in this space include the YMCA of Southern Maine, Community Concepts, and Educare Central Maine. The most in-demand specialties are infant and toddler care, special education support, and pre-K instruction aligned with Maine's early learning standards. See the openings below and apply to the ones that match your experience.
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Waldo Community Action Partners is seeking an Education Coach!
Starting salary: $21.91 - $25.00/hr. dependent on prior experience
Sign on Incentive of $4,000 Available – $1,000 payable after successful completion of 90 days, $1,000 payable after successful completion of 6 months and $2,000 after successful completion of one year.
WCAP is a charitable, educational, 501(c)(3) private non-profit organization. It is designed to utilize and mobilize public and private resources to assist low-income Waldo County residents in the alleviation of poverty and address its underlying causes.
WCAP's Early Childhood Program services children and families in Waldo County. Pre-K programs are available in school districts where WCAP collaborates with the public schools.
The Coach works with child development staff to expand staff’s skills, knowledge and practice.
ESSENTIAL DUTIES AND RESPONSIBILITIES
Coaching:
1. Assess education staff to identify strengths, areas of needed support, and which staff would benefit most from intensive coaching with support from Managers/Supervisors.
2. Provide opportunities for practice-based coaching for identified education staff, including opportunities to be observed and receive feedback and modeling of effective teacher practices directly related to program performance goals.
a. Provide coachees with one-on-one observations and mentoring based on tiers of need as outlined in the Practice-Based Coaching (PBC) model.
b. Ensure intensive coaching opportunities for the staff identified that align with the program’s school readiness goals, curricula, and other approaches to professional development.
c. Assures use of child data to inform lesson planning, individualization, and the intensification of instruction in the areas of oral language, dual language and literacy development and skills; social-emotional and self-regulation development and skills; and numeracy and problem-solving skills.
d. Implement formal cycles of reflective-content using PBC to support the application of curricular learning objectives as well as the transfer of knowledge and improvements in daily practices.
3. Provide opportunities for education staff not identified for intensive coaching to receive other forms of research-based professional development aligned with program performance goals as able or assigned.
4. Utilize training and experience in adult learning and in using assessment data to drive coaching strategies aligned with program performance goals.
5. Promote ongoing, high quality communication and team cohesion amongst the team.
6. Partner with external early childhood education professional development experts as appropriate to meet the training needs of education staff, as appropriate.
7. Assist in the development and coordination of staff pre and in-service trainings as well as other trainings as requested.
8. Support full implementation of the Agency’s designated research-based classroom curriculum and other adopted models that support curriculum implementation.
9. Work with Teachers to provide support to coachees, as applicable.
10. Facilitate interdisciplinary work and collaboration among the education program/staff and other program areas/staff, including:
a. Through teacher-child interactions and instruction that is responsive, intentional and developmentally appropriate to ensure children are provided socially supportive, organized, and instructionally meaningful interactions to support their development (i.e. social-emotional, physical, cognitive and language) and learning (i.e. literacy, math, science, technology, social studies, and the arts)
b. When applicable, collaborate with Teachers and Supervisors to integrate developing a mutual learning partnership promoting shared responsibility and accountability. Coaches and Supervisors develop a shared plan for change that is meaningful and sustainable.
c. Assist with developmental screenings as assigned.
d. Offer resources and strategies to staff to enhance relationships, create appropriate environments, and support children’s individual learning.
11. Collaborate with Site Supervisors and Child Services Manager regarding teacher site/classroom assignments and goal setting.
Documentation & Data Collection
1. Document and collect data on coaching activities.
2. Collaboratively design data-informed tools to evaluate effectiveness of coaching approach.
3. Monitor impact of coaching strategies and adjust coaching approach to maximize positive impact.
Onboarding & Ongoing Professional Development
4. Meet with new departmental staff upon hire.
5. Support departmental orientation and onboarding of new staff.
6. Assist in monitoring of staff progress of training and certifications.
7. Participate in the review and revision processes of onboarding and continued professional development structures.
Qualifications:
General Requirements:
· Must be able to pass a physical examination and TB screening.
· Must have adequate transportation, a valid driver's license and meet WCAP's insurance requirements.
· Must meet WCAP’s background clearance requirements.
· Valid Criminal Record History Check (CHRC) through DOE.
Experience and Skill Requirements:
The following experience and skills are considered essential:
· Prior supervisory experience is preferred.
· Minimum of three years paid experience in early care and education – to encompass birth to five years.
· Ability to communicate effectively orally and in writing.
· Ability to implement program policies, goals and objectives.
· Ability to establish and maintain effective working relationships.
· Ability to prioritize tasks to ensure accurate, timely completion.
· Proficient skills in Microsoft Word, Excel and Outlook.
· Strong communication skills.
· Strong organizational/time management skills.
Education Requirements:
You must meet one of the following education requirements:
· Bachelor's Degree in Early Childhood Education or related field. Master’s degree in early childhood education or closely related field preferred.
** All requirements and skills are considered to be essential, unless otherwise indicated
A detailed job description is available on our website: www.waldocap.org. Please submit a completed WCAP employment application also available on our website to: Human Resources, WCAP, PO Box 130, Belfast, ME 04915. This position will remain open until a suitable applicant is found. WCAP is an Equal Opportunity Employer.
Job Type: Full-time
Pay: $21.91 - $25.00 per hour
Benefits:
- 401(k)
- 401(k) matching
- Dental insurance
- Employee assistance program
- Employee discount
- Health insurance
- Life insurance
- Paid time off
- Professional development assistance
- Referral program
- Tuition reimbursement
Work Location: In person
Waldo Community Action Partners is seeking an Education Coach!
Starting salary: $21.91 - $25.00/hr. dependent on prior experience
Sign on Incentive of $4,000 Available – $1,000 payable after successful completion of 90 days, $1,000 payable after successful completion of 6 months and $2,000 after successful completion of one year.
WCAP is a charitable, educational, 501(c)(3) private non-profit organization. It is designed to utilize and mobilize public and private resources to assist low-income Waldo County residents in the alleviation of poverty and address its underlying causes.
WCAP's Early Childhood Program services children and families in Waldo County. Pre-K programs are available in school districts where WCAP collaborates with the public schools.
The Coach works with child development staff to expand staff’s skills, knowledge and practice.
ESSENTIAL DUTIES AND RESPONSIBILITIES
Coaching:
1. Assess education staff to identify strengths, areas of needed support, and which staff would benefit most from intensive coaching with support from Managers/Supervisors.
2. Provide opportunities for practice-based coaching for identified education staff, including opportunities to be observed and receive feedback and modeling of effective teacher practices directly related to program performance goals.
a. Provide coachees with one-on-one observations and mentoring based on tiers of need as outlined in the Practice-Based Coaching (PBC) model.
b. Ensure intensive coaching opportunities for the staff identified that align with the program’s school readiness goals, curricula, and other approaches to professional development.
c. Assures use of child data to inform lesson planning, individualization, and the intensification of instruction in the areas of oral language, dual language and literacy development and skills; social-emotional and self-regulation development and skills; and numeracy and problem-solving skills.
d. Implement formal cycles of reflective-content using PBC to support the application of curricular learning objectives as well as the transfer of knowledge and improvements in daily practices.
3. Provide opportunities for education staff not identified for intensive coaching to receive other forms of research-based professional development aligned with program performance goals as able or assigned.
4. Utilize training and experience in adult learning and in using assessment data to drive coaching strategies aligned with program performance goals.
5. Promote ongoing, high quality communication and team cohesion amongst the team.
6. Partner with external early childhood education professional development experts as appropriate to meet the training needs of education staff, as appropriate.
7. Assist in the development and coordination of staff pre and in-service trainings as well as other trainings as requested.
8. Support full implementation of the Agency’s designated research-based classroom curriculum and other adopted models that support curriculum implementation.
9. Work with Teachers to provide support to coachees, as applicable.
10. Facilitate interdisciplinary work and collaboration among the education program/staff and other program areas/staff, including:
a. Through teacher-child interactions and instruction that is responsive, intentional and developmentally appropriate to ensure children are provided socially supportive, organized, and instructionally meaningful interactions to support their development (i.e. social-emotional, physical, cognitive and language) and learning (i.e. literacy, math, science, technology, social studies, and the arts)
b. When applicable, collaborate with Teachers and Supervisors to integrate developing a mutual learning partnership promoting shared responsibility and accountability. Coaches and Supervisors develop a shared plan for change that is meaningful and sustainable.
c. Assist with developmental screenings as assigned.
d. Offer resources and strategies to staff to enhance relationships, create appropriate environments, and support children’s individual learning.
11. Collaborate with Site Supervisors and Child Services Manager regarding teacher site/classroom assignments and goal setting.
Documentation & Data Collection
1. Document and collect data on coaching activities.
2. Collaboratively design data-informed tools to evaluate effectiveness of coaching approach.
3. Monitor impact of coaching strategies and adjust coaching approach to maximize positive impact.
Onboarding & Ongoing Professional Development
4. Meet with new departmental staff upon hire.
5. Support departmental orientation and onboarding of new staff.
6. Assist in monitoring of staff progress of training and certifications.
7. Participate in the review and revision processes of onboarding and continued professional development structures.
Qualifications:
General Requirements:
· Must be able to pass a physical examination and TB screening.
· Must have adequate transportation, a valid driver's license and meet WCAP's insurance requirements.
· Must meet WCAP’s background clearance requirements.
· Valid Criminal Record History Check (CHRC) through DOE.
Experience and Skill Requirements:
The following experience and skills are considered essential:
· Prior supervisory experience is preferred.
· Minimum of three years paid experience in early care and education – to encompass birth to five years.
· Ability to communicate effectively orally and in writing.
· Ability to implement program policies, goals and objectives.
· Ability to establish and maintain effective working relationships.
· Ability to prioritize tasks to ensure accurate, timely completion.
· Proficient skills in Microsoft Word, Excel and Outlook.
· Strong communication skills.
· Strong organizational/time management skills.
Education Requirements:
You must meet one of the following education requirements:
· Bachelor's Degree in Early Childhood Education or related field. Master’s degree in early childhood education or closely related field preferred.
** All requirements and skills are considered to be essential, unless otherwise indicated
A detailed job description is available on our website: www.waldocap.org. Please submit a completed WCAP employment application also available on our website to: Human Resources, WCAP, PO Box 130, Belfast, ME 04915. This position will remain open until a suitable applicant is found. WCAP is an Equal Opportunity Employer.
Job Type: Full-time
Pay: $21.91 - $25.00 per hour
Benefits:
- 401(k)
- 401(k) matching
- Dental insurance
- Employee assistance program
- Employee discount
- Health insurance
- Life insurance
- Paid time off
- Professional development assistance
- Referral program
- Tuition reimbursement
Work Location: In person
See All 8 Early Childhood Education Jobs in Maine
Find roles in Maine that match your experience and apply in just a few clicks.
Find JobsEarly Childhood Education Jobs by City in Maine
Where Maine roles are concentrated, by current openings.
Early Childhood Education Job Market in Maine
A snapshot from current Maine openings, updated as new roles post.
Who's Hiring
What Maine Employers Look For
The qualifications that appear most often in early childhood education jobs across Maine.
- Active Maine Child Development Associate credential or state-recognized early childhood certification required
- Bachelor's or associate degree in early childhood education or closely related field preferred
- Experience working directly with children ages birth through eight in a licensed setting
- Familiarity with Maine early learning and development standards and developmentally appropriate practice
- Current CPR, first aid, and mandatory reporter training as required by Maine DHHS licensing
- Ability to collaborate with families, specialists, and interdisciplinary teams in a classroom environment
Early Childhood Education Jobs in Maine: Frequently Asked Questions
How do you become a early childhood education in Maine?
To work as an early childhood educator in Maine, you need to meet the licensing requirements set by the Maine Department of Health and Human Services, which oversees child care facility staffing. Most positions require at minimum a Child Development Associate credential or an associate degree in early childhood education. Lead teachers in licensed centers often need a bachelor's degree. Public pre-K roles typically require a Maine teaching certificate endorsed in early childhood education through the Maine Department of Education.
Which companies hire early childhood educations in Maine?
Maine early childhood education roles are posted by RSU 21, Child Development Services, and RSU 29 and others right now, based on current listings on Migrate Mate as of July 2026. Maine's mix of nonprofit providers, Head Start grantees, and municipally funded pre-K programs means hiring is distributed across both urban centers and rural communities statewide.
Which Maine cities have the most early childhood education jobs?
Kennebunk, Augusta, and Belfast have the most early childhood education openings in Maine. Portland drives volume as the state's largest metro, anchored by a dense network of licensed child care centers, school-based pre-K, and Head Start sites, while Bangor and Lewiston-Auburn generate consistent openings through regional nonprofits, Community Action agencies, and growing public pre-K expansion.
Are there remote early childhood education jobs in Maine?
Yes, but they're rare. Early childhood education is fundamentally a hands-on, in-person role centered on direct care and classroom instruction, so most positions require physical presence. About 0% of early childhood education openings tied to Maine are remote or hybrid as of July 2026, and those tend to be administrative, coaching, or curriculum development roles rather than direct teaching positions.
How can I get hired as a early childhood education in Maine with little or no experience?
The most realistic entry path is a teacher aide or assistant teacher role at a licensed child care center or Head Start program, where on-the-job experience counts toward credentialing requirements. Community Concepts, Opportunities Industrialization Center of Greater Portland, and local YMCA branches regularly hire entry-level assistants. Earning a Child Development Associate credential while working is the most common route forward. Candidates who can show coursework in child development or a letter from a practicum supervisor have a concrete edge in Maine's competitive entry-level market.
Where can I find and apply to early childhood education jobs in Maine?
You can find and apply to early childhood education jobs in Maine on Migrate Mate, which lists current openings from employers hiring across the state right now. Search the roles that fit your experience level and credentials, then apply directly to the ones that match.
See All 8 Early Childhood Education Jobs in Maine
Find roles in Maine that match your experience and apply in just a few clicks.
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