Description

The Preschool Promise Coach responds to coaching requests and referrals to provide reflective

and relationship based coaching to both teachers and instructional leaders, while also

pro-actively supporting the implementation of Preschool Promise.

The Preschool Promise Coach shall support the implementation and continuous quality

improvement of Preschool Promise in partnership with early education programs granted funds

to participate in Preschool Promise. The Coach will provide intensive and individualized

consultation and coaching in accordance with the Preschool Promise program expectations,

Preschool Promise Policies and Procedures and Preschool Promise Manual.

This position responds to training and technical assistance requests to address the needs of

early education programs serving children enrolled in Preschool Promise, while also proactively

supporting the implementation of Preschool Promise. This position serves as a mentor/coach to

early educators in family and center based child care settings and other early education

programs to meet program, classroom and teacher goals, best practice standards and increase

the quality and availability of early care and education for children and their families enrolled in

Preschool Promise.

1. Create ongoing trusting relationships with early education programs and a range of educators to develop the most conducive environment for learning, reflection and establish collaborative coaching relationships.
2. Articulate and facilitate understanding of Preschool Promise quality standards , especially in the areas of Supportive Environments and Ambitious Instruction, Continuous Quality Improvement, Leadership with Knowledge, and Inclusionary Practices.
3. Delivers regular one-on-one coaching sessions to educators and instructional leaders of Preschool Promise programs, following the Oregon Early Learning Coaching Guidelines and employing specific coaching strategies to engage teachers and instructional leaders.
4. Utilizing reflective practices with Preschool Promise programs to facilitate goal setting, data evaluation, and observation feedback.
5. Supports for continuous quality improvement in practice especially around Preschool Promise Program Expectations, NAEYC Professional Standards and Competencies for Early Childhood Educators and implementation of best practices in early learning, inclusion, dual language learning and social/emotional development.
6. Conducts regular direct observations of coaches in practice using formal and informal tools, and provides feedback.
7. Use technology to support Preschool Promise programs and coaches through video review, feedback, resource sharing and coordinating peer feedback.
8. In partnership with Preschool Promise administrators and teachers, create coaching goals, action steps and identify available resources through engaged data dialogues and reflective conversations.
9. Provide materials, resources and recommendations to strengthen practice implementation and reach set coaching goals.
10. Serve as a resource in identifying appropriate research-based instructional strategies and interventions to improve outcomes for Preschool Promise children and families.
11. Using coaching data to help inform training and technical assistance plans with the Training Coordinator.
12. Participate in ongoing coaching provided by ELD contracted Mentor Coaches.
13. Adhere to NAEYC Code of Ethical Conduct and apply the Oregon Equity Lens.
14. Facilitate one Preschool Promise Child Care Network with early educators in a cohort
15. Facilitate Community of Practice.
16. Assist Preschool Promise programs in Spark participation.

The list of essential functions, as outlined herein, is intended to be representative of the tasks performed within this classification. It is not necessarily descriptive of any one position in the class. The omission of an essential function does not preclude management from assigning duties not listed herein if such functions are a logical assignment to the position.

Requirements

REQUIRED EXPERIENCE

1. Two or more years of experience in an early childhood program with a focus on preschool

• Knowledge of how children birth to five learn within the context of ongoing, meaningful relationships with important adults in their lives
• A thorough understanding of the needs of preschool children, their families, and those who work with them
• Knowledge of how programs engage families in partnerships
• Strong knowledge of effective teaching practices

2. Two years of experience providing Technical Assistance and training, including coaching, to

early education programs, providing classroom observations and/or home visits to

families with young children.

3. Experience supporting the primacy of families, their home languages, and their cultures, and an understanding of how to engage them.

4. Knowledge of inclusive practices in preschool programs.

5.Knowledge of how to best support the early learning workforce in all settings.

6. Effective techniques of adult learning and relationship-based coaching practices

7. Knowledge of early learning quality assessment tools, including:

• Classroom Assessment Scoring Scale (CLASS™)
• Environmental Rating Scale(ERS) (specifically, Early Childhood Environmental
• Rating Scale-3 and Family Child Care Environments Rating Scale Program
• Assessment Scale (PAS)

8. Knowledge of child assessment and screening tools, including:

• Teaching Strategies Gol
• Practice Based Coaching Model
• Ages and Stages Questionnaire
•  Ages and Stages Questionnaire-Social Emotional

9. Bilingual and Biliterate (English/Spanish), strongly preferred

EDUCATIONAL BACKGROUND

Bachelor degree in ECE or related field (Human Development, Child and Family Studies, Social Work, Sociology, Psychology) or a Step 10 on the Oregon Registry and coursework in age three to five development.

REQUIRED KNOWLEDGE, SKILLS, AND PERSONAL QUALIFICATIONS

1. Must possess excellent planning, organization, and time management skills, and the capacity to build collaborative partnerships with stakeholders, and provide services that are culturally competent and appropriate to the needs of the target audience.
2. Must be able to independently perform duties of the position efficiently and effectively.
3. Requires the ability to communicate formally and informally with a wide range of contacts and demonstrate tact, diplomacy, empathy, and friendliness in dealing with people under stressful conditions, either by phone, through video or in person.
4. Must be able to work respectfully with individuals of all cultures, backgrounds, perspectives, and abilities.
5. Must possess the skills and ability to use equipment necessary to carry out job responsibilities (e.g. computer and virtual training software, cell/telephone, digital cameras, and video recorders).
6. Must be able to travel throughout the region and to other required opportunities, including overnight and/or on weekends.
7. Good communication skills required (writing, spelling, listening and speaking).
8. Ability to work as a member of a team.
9. Ability to follow through to completion of all assigned tasks.
10. Ability to work without close supervision.
11. Ability to work at an assigned workstation.
12. Proficient in word processing, spreadsheets, databases, desktop publishing, Google Suite and Zoom.
13. Ability to organize and prioritize tasks.
14. Dresses and maintains self in a professional manner.
15. Must have reliable transportation, driver’s license and insurance.
16. Interpersonal skills using tact, patience and courtesy.
17. Telephone techniques and courtesy.
18. Ability to work with frequent changes.

WORKING CONDITIONS

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. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Position information 

Studies have shown that women and people of color may be less likely to apply for jobs unless they meet every one of the qualifications listed. We are most interested in finding the best candidate for the job. We would encourage you to apply, even if you don't meet every one of our qualifications listed. If you are unsure whether you meet the qualifications for this position, please feel free to contact us to discuss your application. 

Open until filled.

This is a grant funded position. Continuation of position dependent on continued funding after the grant end date.

Starting salary expectations based on qualifications, experience, and internal equity.

Please include a resume, and letter of interest with your application materials