Infant/Toddler Education Coordinator
POSTING DATE: 1/22/2019 CLOSING DATE: OPEN UNTIL FILLED
Department: Early Childhood Programs
Supervise all lead birth-to-three teachers education management and engagement with children. Manage and coordinate disabilities services for all birth-to-three children in the center and EHS home-based program. Manage all referrals for children with disabilities. Assists in setting, clarifying and communicating education and disability services, standards, and laws to staff and parents, when required or requested.
Perform the functions of this position with a strong understanding of the Head Start Performance Standards, understand the Head Start Early Learning Outcomes Framework; and thorough knowledge and application of developmentally appropriate practices.
Monitor all birth-to-three Teachers and EHS home visitors’ education documentation for enrolled children.
Provide feedback regarding lesson plans, developmental assessments, and My Teaching Strategies (TSG).
Monitor the teacher’s implementation of Creative Curriculum and teacher-child interactions, facilitating discussions of children’s individual development and progress, assist teachers in developing observational skills and soliciting parent observations.
Ensure the curriculum is implemented to fidelity, and observe the teacher-child interactions, assuring the validity of data is valid (in TSG), and lesson plans are implemented.
Ensure ongoing monitoring of developmental screenings (ASQ-3 and ASQ-SE) regarding accuracy of scoring and completion within 45 calendar days of a child’s enrollment into the birth-to-three programs (center & HB), in chronological order thereafter. In addition, ensure any children failing either/both tests will result in referral for those children.
Provide classroom observations for a minimum of 30 minutes per birth-to-three classroom to observe teaching practices, teacher-child interactions, and to ensure best practices are taking place.
Coordinate the referral process of children to EI or Erikson Institute when the need arises, to ensure children with suspected delays are evaluated for potential services. Additionally, coordinate internal case-consultation meeting with parent, teacher, FSW to discuss child. Coordinate services for children who receive EI services, as it relates to scheduling.
Ensure teachers are individualizing in their lesson plans, and teachers modify and adapt their lessons plans to include modifications for children with a IFSP.
Provide feedback to EHS home visitors regarding lesson planning, individualization, observation notes, and best practices.
Work closely with the HS Education/Disabilities coordinator to assist with the transition of children from EHS/B3 to HS that have an IFSP that may result in a IEP to. In addition, assist the EHS-FSS and B3-FSW with transition services.
Complete transition paperwork for center-based B3 children that transition into the HS/PFA (3-5) classrooms. Assist EHS-FSS with EHS children transitioning from EHS to HS/PFA classrooms.
Ensure procedural safeguards are in place and that parents have been notified and understand their rights and due process procedures prior to the EI meeting.
Enter data into COPA/ChildPlus database systems regarding family contact, education/disability case 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.
Assist HS Education-Disabilities Coordinator with writing/updating Education-Disabilities policies and procedures, educational-disability plans.
Work with CCCS staff to help recruit (10%) children with disabilities as full participants in both center-based and EHS 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.
Submit required program reports specifically but not limited to the 456 & 705 COPA and the 2511/2515/4140 ChildPlus reports (should include monthly reports to the Parent Committees and Board of Directors) ensuring accuracy and timely.
Complete and submit required reports to the Grantee office, appropriate CCCS Directors, Board of Directors and Policy Committee in a timely and accurate fashion.
Along with the HS ED-Disabilities Coordinator arrange or deliver pre- and in-service training sessions to teaching staff. Assist assigned staff in identifying their training needs.
Ensure 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.
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.
Job: Full Time, Exempt Position
A minimum of a Bachelor’s degree in Early Childhood Education, and an Infant-Toddler Certification, or Gateways Infant-Toddler level5 and ECE level 5.
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.
Has worked with teachers and children ages birth-to-three. Have education or experience in collaborating with parents in the education.
Has working knowledge of the Early Intervention system.
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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