Chicanos Por La Causa, Inc.
Education Specialist ECD TX
Location: Crystal City and Laredo, TX
The Education Specialist provides all education staff (mentor teacher, floater teacher, pre-school and infant toddler teachers, teacher assistants, home visitors, family child care specialists and family child care providers) with expert, research based instruction, guidance, support and coaching. This support is needed in order for education staff to develop the required skill sets needed to support high-quality and intentional instruction held within all CPLC ECD program models and options. ECD Program models and options deliver developmentally appropriate care and education services to children birth to five years of age in year round programming services. The Education Specialist focus is also to promote school readiness by preparing children and families for school success and life success as it relates to this position. Coaching will focus on target outcomes as measured by Classroom Assessment Scoring System (CLASS) and the Head Start Early Learning Outcomes Framework: Ages Birth to Five, School Readiness Goals and our Birth to Five Teaching Strategies Gold Ongoing Monitoring System (TSG). Education Specialist works as partner in an inter-disciplinary team to provide education, disability, health, and social service support to children and families receiving services through center-based, home-based and family childcare option. Follow all state and federal regulations in compliance with state and federal regulations, Head Start Program Performance Standard (issued 9/1/2016), Head Start Act (12/7/2007), TX Department of Health Services Bureau of Child Care Licensing, Department of Economic Security Licensing, Office of Head Start Initiatives and CPLC ECD Content Area Plans and Procedures. Actively supervise children by sight and sound at all times and in all environments. Maintain all health and safety regulations to create an optimum learning environment. Facilitate health practices to keep children safe in the school bus, outdoor and indoor environments.
Initial employment physical and TB test or Chest x-ray, Tdap and a valid Texas Driver's License and vehicle insurance are required. Must pass a criminal background check to include a Child Abuse and Neglect register check, sex offender registry check, and obtain a Level One Fingerprint Clearance card. According to the new Head Start Performance Standards (HSPPS) an applicant must be First Aid and CPR certified or must obtain certification within the first 6 months of employment. Training and/or coursework in Infant Toddler Development and bilingual communication skills are desirable, certification or training in Teaching Strategies, Center on the Social and Emotional Foundations For Early Learning (CSEFEL), Program Infant Toddler Caregivers (PITC) curricula assessment tools, Teaching Strategies Gold, Ages & Stages Questionnaire (ASQ), Classroom Assessment Scoring System (CLASS) for Pre K, Toddler, Infant, Infant Toddler Environment Rating Scale (ITERS), Early Childhood Environmental Rating Scale
(ECERS), Family Child Care Environmental Rating Scale (FECERS), Phonological Awareness Literacy Screening (PALS) Pre K and Peabody Picture Vocabulary Test (PPVT) 4 are helpful.
A baccalaureate degree or advanced degree in early childhood education or a baccalaureate or advanced degree and coursework equivalent to a major relating to early childhood education with experience teaching preschool age children is required. Experience working with adult learners and English Language Learners preferred. Excellent communication skills, observation techniques and organizational skills are necessary. Use of computer, computer software programs (e.g. Microsoft Office, Adobe) and web based systems are required. Bilingual in English/Spanish Preferred.
JOB RESPONSIBILITIES AND COMPETENCIES
Education Specialist is expected to demonstrate expertise and competency with ability to provide effective coaching, mentoring, training and guidance to education staff in support of effective high-quality teacher-child engagement interactions, intentional planning and curricula implementation of learning experiences that support school readiness overall and CPLC ECD program school readiness goals. Train and guide effective implementation of program assessments that demonstrate childrens progress as described in the Head Start Early Learning Outcomes Framework: Ages Birth to Five and applicable state early learning and development standards, including for children with disabilities and dual language learners.
Program Management: Work closely with Education Coordinator, Regional Operation Manager, Content Area Coordinators and Specialists, Education Teaching Staff, Center Service Manager, Child Care Partnership Service Manager, Family Child Care Specialists, and Providers. Train, guide, model, mentor and coach education staff to develop skills necessary to ensure delivery of high quality developmentally appropriate early childhood education experiences for infant/toddler, twos and preschool children. Demonstrate awareness with sensitivity to cultural issues and community practices of low income and at risk families, including dual language speakers. Engage in annual Self-Assessment and Community Assessment. Support collaboration efforts with school districts, community, state and federal agencies in the mutual provision of services to children and families. Attend meetings, training, Pre-Service, in-service, and conferences as appropriate to the position. Implement Office of Head Start Initiatives. Perform other duties as requested by immediate supervisor necessary to fulfill the goals and objectives of CPLC ECD.
Safety: Train and guide education staff/providers to maintain supervision of children by sight and sound at all times. In collaboration with health and facility coordinators train, support and guide staff/providers to maintain all safety regulations to create a safe learning environment to include but not limited to: create and implement a classroom/site safety plan that incorporates the use of zoning supervision, verbal handoff and frequent head counts, and direct staff to establish and maintain a safe supportive environment in the classroom and playground, during transitions, travel from one location to another. In collaboration with health and facilities coordinators train, and support implementation of Office of Head Start (OHS) Safety Guidance and Protocols, including but not limited to OHS Environmental Health and Safety Screener, Infant Toddler Environmental Rating Scale (ITERS), Early Childhood Environmental Rating Scale (ECERS), Family Child Care Environmental Rating Scale (FCCERS).
Assess Development & Learning:
Learn and train education staff to administer, conduct and utilize program selected assessment instruments and development guides such as: Head Start Early Learning Outcomes Framework Ages Birth to Five, CLASS, and TSG. Train and guide staff in the use of data to inform and support high quality instruction and planning that supports program school readiness goals and individual child development. Train and guide staff to obtain and use curricula antidotal observations of children to inform teacher and program with regard to school readiness, developmental growth, safe/healthy environments, and dual language learner acquisition. Attain and maintain assessor and trainer status relative to this position.
Ongoing, Social, Emotional and Physical Care: Train, guide and support education staff/providers regarding importance building trust based relationships for children in relation to understanding and supporting child self-regulation skills and social-emotional growth. Train staff to implement CESFEL Positive Behavior Support (PBS) approach in self-regulation with all children. Train staff to understand the developmental stages of physical development and skills for children birth to five and to integrate OHS initiatives: I am Moving, I am Learning into classroom experiences. Train staff to use routine care and meals as opportunities to engage in vocabulary building conversations with children.
School Readiness Outcomes: Train, guide, mentor and coach education staff/providers to engage in high quality teacher-child interactions as measured including, but not limited to: CLASS, Abriendo Puertas, and TSG. Train and guide education staff/providers to implement all aspects of education service delivery inclusive of implementing designated program curricula as designed by authors within a dual language environment and in observations for TSG. Train in intentional planning, creation of weekly lesson plans, Individual Family Service Plan (IFSP)/ Individual Education Plan (IEP) and weekly calendar breakdown activities which support daily learning interactions through conversation with children focusing on vocabulary and concept knowledge to support school readiness of children.
Home School Connection: Train staff to develop and implement Weekly Home School Connection activities, where to locate resources that assist them in supporting the program school readiness goals, child development goals and curricula learning experiences that parents and children will use. Train staff to implement parent-teacher conferences, create transition plans, and implement the school readiness transition home visit.
Ongoing Monitoring: In coordination with the Education Coordinator; utilize various tools/resources supporting ongoing monitoring and improvement of education service delivery for all program models and options. Ongoing Monitoring is inclusive of all aspects of program service delivery including TSG Observations. Analyze data from program systems to support high quality delivery of program education services. Monitor and analyze child development and school readiness progress data to inform planning and service delivery. Participate in inter-disciplinary team meetings that support site based case management and engage in site-based case management upon request. Make data informed decisions and recommendations, support staff development in the area of using data for planning and implementations of high quality program services.
Professional Development: Coaching and education training support CPLC ECD program school readiness goal outcomes. Engage in direct coaching of education staff and facilitates staff professional development through implementation of a research-based coordinated coaching approach which supports practice-based coaching skill development of mentor teachers and development of Floater/Mentor teachers to support and assist in coaching guidance provided. CPLC ECD engages in the use of video and photos to support coaching dialogue and service delivery; video and photos are used to support staff professional development. Provide training, information and resources to support education services implementation including but not limited to; appropriate curriculum planning based on ongoing observation and monitoring during learning experiences and activities, implementation of curricula and classroom management. Utilize various tools and resources to assist in ongoing monitoring and improvement of education service delivery for all program models and options. Provide information about other professional development opportunities to education staff. Maintain their own professional development to support coaching skill set and build on early childhood education knowledge and how to best support adult learners.
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of the job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The employee frequently is required to sit and use hands along with fingers to engage in keyboard activities. The employee is required to stand, walk, reach with hands and arms, climb or balance, and stoop, kneel, bending at the waist crouch or crawl. The employee must frequently lift and/or move up to 40 pounds. Specific vision abilities required by this job include close vision. Must have dependable transportation and able to travel (in state/out of state). Applicant must have the ability to communicate clearly and effectively both verbally and in writing. Applicant must be able to present operational information to personnel at all levels be well organized and able to handle multiple tasks.
Employee will be expected to participate in continuous learning, competency building and maintenance of competency skills. Ongoing professional development as identified in TX Child Care Licensing, Head Start Act (12/07/2007) and Head Start Program Performance Standards (issued 9/1/2016) is required annually. Employee is responsible for ensuring that all licensing and certification(s) remain current.
TYPICAL WORKING CONDITIONS
Work is performed in structured environments. The work environment characteristics described here are representative of those encountered while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment is usually moderate.
Reports to and is supervised directly by the Statewide Education Coordinator. Employee is also accountable for understanding and complying with CPLC policies and procedures, Office of Head Start Initiatives and Program School Readiness Goals.