Educational & Disabilities Coordinator
POSTING DATE: 12/01/2018 CLOSING DATE: OPEN UNTIL FILLED
Department: Head Start/Early Head Start
A Chicago Child Care Society Educational & Disabilities Coordinator oversees and monitors the teacher’s lesson planning, organization, and implementation of education services for children at Hyde Park and Englewood Preschool centers. These services contribute to the increased social competence in children and the enhancement and recognition of parents as the primary educators of their children. Manage and coordinate disabilities services in the program. Manage all referrals for children with disabilities. Assists in setting, clarifying and communicating disabilities service standards and laws to staff and parents, when required or requested. Assisting Site Directors at Hyde Park and Englewood Preschools with tasks relate to educational endeavors within the center.
Perform the functions of this position with a strong understanding of the Head Start Performance Standards and component plans; Head Start Early Learning Outcomes Framework; and thorough knowledge and application of developmentally appropriate practices.
Monitor all HS teacher education documentation for enrolled HS children. Provide feedback regarding lesson plans, developmental assessments, and Teaching Strategies Gold.
Monitor the implementation of program assigned curriculum. Ensure the CLASS fidelity tool is implemented and used to assess the teacher-child interactions, assuring the validity of data is valid.
Monitor assessments; including weekly observations in each area, examples of children’s work, development assessments, children’s assessment data entry and outcome reports.
Monitor the implementation of Teaching Strategies requirements regarding discussions of the child’s individual development and progress, assisting the parents in developing observational skills and soliciting parent observations.
Ensure ongoing monitoring of developmental screenings (ASQ-SE and ESR-I) regarding accuracy of scoring and completion within 45 calendar days of a child’s enrollment into the HS program. In addition, ensure any children failing either/both tests will result in an evaluation for those children.
Provide classroom observations for a minimum of 30mins per week at both centers to observe proper and efficient teaching strategies, teacher-child interactions, and children with disabilities (IEPS’s on file).
Assist and direct the coordination of the transition of children from preschool to a school-age program.
Coordinate the referral process of children to CPS when the need arises, to ensure children with suspected delays are evaluated for potential services. Additionally, coordinate the services to follow, i.e., coordinate meeting.
Track and coordinate services for children identified with special needs. Ensure services are individualized, and teaching staff modify and adapt their lessons plans to include details articulated on IEP’s.
Work closely with the EHS Education/Disabilities coordinator to assist with the transition of children from EHS to HS that have an IFSP. In addition, assist the EHS coordinator with the reporting components that are shared internally and with external partners.
Ensure children transitioning into the HS program from another EHS program who had an IFSP, transition in the HS program with supports in place to ensure seamless services to those children.
Ensure procedural safeguards are in place and that parents have been notified and understand their rights and due process procedures prior to the IEP meeting.
Enter data into COPA (Head Start/Early Head Start specific software) regarding critical disability and notes. Document all efforts to assist families, track child's efforts and outcomes, records, monitor and follow up on referrals, and submit reports as required.
While respecting family confidentiality, regularly share information with teachers to ensure coordinated services that meet the needs of individual children and families.
Ensure the program has a written Disabilities Service plan and is actively following the plan, assessing its success, and revising it.
Work with CCCS HS staff to help recruit (10%) children with disabilities as full participants in both (Hyde Park and Englewood) center-based programs.
Assist Site Directors with preschool tasks such as but not limited to, substituting in a classroom on occasion, and providing TA to Site Directors and Teachers.
Along with the HS/EHS Director, has a primary role in ensuring the implementation and compliance of related Disabilities policies, procedures, and systems according to Head Start Performance Standards.
Submit required program reports specifically but not limited to the 456 & 705 COPA reports (should include monthly reports to the Parent Committees and Board of Directors) in an accurate and timely fashion and participates in all case management meetings.
Complete and submit required reports to the Grantee office, appropriate CCCS Directors, Board of Directors and Policy Committee in a timely and accurate fashion.
Arrange or deliver pre- and in-service training sessions to teaching staff. Assist assigned staff in identifying their training needs and improving their knowledge and abilities.
Assure files and documentation are complete, accurate, and confidentially maintained.
Attend staff training and meetings, parent and board meetings as requested.
Responds to agency needs by performing assigned tasks which do not fall within above description.If such tasks are not of a temporary nature, they should be added to this list of designated job responsibilities.
Job: Full Time, Exempt Position
A minimum of a Bachelor’s degree in Early Childhood Education or related degree from an accredited school, and level 5 ECE Credential.
Minimum of five years’ experience in Early Head Start/Head Start, which includes direct service and supervision.
Knowledge and experience in the philosophy and practices of Early Head Start/Head Start early childhood education, and experience teaching/working with children ages birth to five. Have education or experience in collaborating with parents in the education of their field.
The duties above are illustrative and not exhaustive. The omission of specific statements of duties does not exclude them from the position if the work is similar, related, or a logical assignment to the position. Depending on assigned area of responsibility, incumbents in the position may perform some or all of the activities described above.
Qualified candidates are encouraged to submit an updated resume and cover letter to TeeNeka Jones via email at TJones@CCCsociety.org. NO phone calls, please.
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