Careers at Human Services Association
Education Coach - Early Head Start Program
Posted: February 24, 2023
$28.00 - $32.00 per hour
PROGRAM: Early Head Start Program
STATUS: Full Time - Non-Exempt
REPORTS TO: Education Specialist
HOURS PER WEEK: 40
TERM: 12 Months (Full-time)
Human Services Association requires proof of COVID-19 vaccination as a condition of employment.
Under supervision of the Education Specialist, the EHS Education Coach is responsible for providing on-going coaching and provides quality improvement support coaching to early home-based educators and center teachers, ensuring a high-quality early education-learning environment for children 0-3 year old and pregnant women. Supporting effective teaching strategies in the classrooms and home-visits that lead to positive outcome for children within the context of a collaborative relationship with the parent, teacher, and child. The purpose of the EHS Education Coach is to support and expand early education teacher’s knowledge on early childhood best practices as well as the common tools and resources described in the Practice Based Coaching (PBC) framework through mentoring, training and technical assistance. The EHS Education Coach will provide guidance and techniques in the implementation of program curriculum, school readiness activities, and monitor the professional development of the teaching staff in the early head start program. Complies with program regulations in all ECE programs.
DUTIES AND RESPONSIBILITIES:
• Develops and maintains positive, supportive relationships with staff with the purpose for supporting staff growth through the mentoring process.
• Develops and maintains schedules for observation and feedback for the purpose of determining training needs.
• Utilizes Practice Based Coaching components for the purpose of assessing needs, engaging in focused observations, and providing reflection and feedback in order to set goals and develop action plans with teachers.
• Develop, implement, and monitor a plan that adheres to Head Start Performance Standards for the delivery of coaching services for all early education teaching staff (includes center-based and home-based teachers).
• Conduct regular site visits and develops meaningful, productive relationships with early education teaching staff.
• Provides constructive feedback and support for the purpose of increasing teacher confidence and competence. This may include modeling, co-teaching, observing, providing reading materials or other resources as needed.
• Provides follow up support to staff following any form of training for the purpose of increasing implementation of information and transfer of skill into practice.
• Coach early education teaching staff to support the implementation of high-quality practices through the PBC model while utilizing the High Scope curriculum.
• Plans and implements professional development opportunities such as onsite trainings and monthly meeting trainings (offsite) based on early learning and development best practices as the elements and common tools and resources of the Head Start Early Learning Outcomes Framework and the PBC model.
• Participates in initial and on-going professional development for the purpose of providing effective mentor/coach activities as well as provide expertise on theory and practices that support child development.
• Establish and implement a systemic approach to staff training and professional development that includes research-based approaches to professional development for education staff, that are focused on:
o effective curricula implementation,
o knowledge of the content of the Preschool Learning Foundations and Framework
o partnering with families,
o supporting children with disabilities and their families,
o providing effective and nurturing adult-child interactions, supporting dual language learners as appropriate,
o addressing challenging behaviors,
o preparing children and families for transitions; and,
o use of data to individualize learning experiences to improve outcomes for children.
• Provides resources, feedback, modeling and support to early education teaching staff to support positive child outcomes.
• Supports early educators in the implementation of theory, research-based and developmentally appropriate practices and interventions as it relates to the overall program, children and families.
• Participates in monthly early education teaching staff meetings
• Make home-visits as needed to support EHS home-based and center teachers’ work with families.
• Monthly, submit required reports to Education Specialist on progress of early education teaching staff.
• Comply with policies and procedures, administrative regulations, State of California Health and Welfare Codes including Title 22, CACFP, Head Start Performance Standards, and other applicable state and federal regulations.
• Ensure children with special needs are accommodated and supported within the education curriculum and the PBC model.
• Will be required to work some late nights and weekends, if needed.
• Monitors professional growth plans of teaching staff and child development permits.
• Attend meetings, training and appropriate professional development activities.
KNOWLEDGE, SKILLS AND ABILITIES:
• Knowledge in the implementation of education program policies and procedures; experience with licensing requirements and guidelines and other regulations from funding sources such as the Head Start Performance Standards.
• Knowledge of child growth and development, as related to infants, toddlers, young children and pregnant women.
• Work effectively with individuals of diverse educational, socio-economic, and cultural backgrounds, and those with disabilities and special needs.
• Provide guidance to the teaching staff regarding analyzing problems, identify alternative solutions, project consequences of proposed actions, and implement recommendations in support of goals
• Ability to organize priorities and meet deadlines
• Mediation, negotiation and conflict resolution skills
• Frequent significant decision and problem solving abilities.
• Ability to work as a team member collaborating with staff, parents and community resources.
• Ability to implement Early Childhood Development theory in daily activities, and adapt to the individual needs of children by demonstrating in the classrooms.
• Ability to respond appropriately to an emergency or a crisis situation.
• Use a computer to collect, record, retrieve data and prepare reports.
• Proficiency in Microsoft Word, Excel, Power Point, and Outlook; strong computer skills for measuring outcomes.
• Plan, organize, coordinate, and administer PBC activities.
• Ability to plan, formulate and execute record keeping procedures in accordance with assigned duties.
• Maintain cooperative relationships with those contacted in the course of employment.
• Comprehensive understanding of quality standards and best practices in the field of early education.
• Demonstrated knowledge of correct English grammar, spelling and punctuation; ability to communicate effectively, both orally and in writing.
• Knowledge of at least two systems of early childhood educations (Early Head Start/Head Start).
• Expertise in adult learning techniques.
• Strong practices in using data to plan.
• Knowledge of business vocabulary and composition of business documents.
• Strong interpersonal skills for interfacing with staff, providers and stake holders.
• Strong problem-solving and organizational skills. Must be detail-oriented, flexible, and decisive with
• excellent customer service skills.
• Excellent facilitation, communication, organization leadership, and interpersonal skills.
• Excellent problem analysis/solution development skills.
• Planning skills to attain goals and objectives and attention to details.
• Project and time management skills to meet deadlines and project outcomes.
• Skills and ability to identify strengths and needs for improvement.
• Ability to apply analytical skills toward problem solving, planning, and organizational development.
• Ability to develop multiple options or solutions to reach goals with early education teaching staff.
• Communicate in Spanish (read, write, and understand); preferred.
• Regular driving to sites
• Regular kneeling, stooping, bending, and sitting on the floor to assist with the children’s needs.
• Preferred Bilingual (English/Spanish); effective oral and written communication
• Occasional lifting up to 25 lbs.
EDUCATION & EXPERIENCE:
• Minimum of a Bachelor’s Degree in Early Education or related field; Master’s degree; preferred.
• Experience in meeting the needs of all children including at risk, special needs and culturally diverse populations.
• Experience working with adult learners.
• At least one-year experience providing the PBC model to teaching staff.
• Excellent written and verbal communication skills.
• Intermediate to advanced computer skills, internet and e-mail.
• Occasional driving is required. Must provide own vehicle, valid California driver license and proof of full insurance coverage
• CA Commission on Teacher Credentialing, Program Director Permit
• First Aid certification, Child CPR certification
• Health screening.
• Negative tuberculosis screen (required)
• TDAP or DTAP clearance (required)
• MMR Clearance (required)
• COVID-19 Vaccine
• Must pass criminal background check including LiveScan (fingerprinting)
WORK ENVIRONMENT/PHYSICAL DEMANDS:
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job or that an employee encounters while performing the essential function of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
The EHS - Education Coach work location in located at the centers assigned of the following cities: Bell Gardens and South Gate, CA. As needed, the EHS - Education Coach will do daily home visits, drive to different site locations and training sites (this includes HSA’s main office, Clarendon office, or location to be announced). The majority of the job duties are performed within the classroom setting or during home visits which includes but is not limited to the following: working with the educators/teachers, support in preparing lesson plans with PBC model. These tasks require the following physical demands which include but are not limited to: constant walking, bending; occasional lifting (25 pounds), pushing, squatting and climbing stairs (as needed). The employee will complete required documentation (as indicated in the job description) in the office, a location with moderate noise levels, peanut free, and that is a non-smoking facility.
In accordance with CA law, the expected pay range for this CA position is posted with this position. The actual compensation will be determined based on experience and other factors permitted by law.
Thank you for your interest in Human Services Association.
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Human Services Association is an Equal Opportunity Employer and is committed to complying with all applicable laws providing equal employment opportunities. In addition, we complete criminal background checks via Live Scan method (fingerprinting) on all new hire employees.