PURPOSE OF POSITION:

Children grow and learn more quickly during these first five years than at any other time in life. This is why our work, to support each child’s learning when they are at home and once they have transitioned to Kindergarten, is so important. It takes all of us working together to lay the foundation for children’s future success. Under the supervision of the Director of Quality Implementation and in collaboration with the Center Managers, the Early Childhood Specialist (ECS) supports assigned center(s) ensuring that services are developmentally appropriate and individualized according to the needs of each child and assists in ensuring compliance with agency, state, and national standards. The CC acts as a role model in regard to teaching techniques, discipline, and working with families; identifies and provides resources; and supports professional development of classroom staff. The CC serves as a liaison between teaching staff and center leadership and frequently interacts with public schools, parents, and groups in other agencies, as well as the community at large.

ESSENTIAL DUTIES AND RESPONSIBILITIES (include, but are not limited to):

Program Implementation

 Provides on-site consultation and support to Center Manager (CM), Family Support Advocates (FSA), parents, and teaching staff as it relates to early education services for all children in the ESNG Early Education and Care Program.

 Works with individuals and teams to improve the quality of effective teaching practices and capacity to work with parents.

 Understands and has strong working knowledge of Creative Curriculum, CLASS, Teaching Strategies Gold, ASQ/ASQ; SE, Second Step, and The Pyramid Model.

 Conducts classroom observations routinely to support and ensure curriculum implementation and developmentally appropriate practice; models for and coaches staff on best practices, regularly encouraging staff to improve the quality of their work through day-to-day interactions.

 Helps source, track, and maintain educational toolbox (resources, information, etc.) for curriculum integration and execution.

 Reviews and monitors lesson plans and provides appropriate feedback, effectively articulating to teachers the direct link between planning, individualization, observation, and assessment.

 Reviews and monitors education folders; follows up with appropriate staff when incomplete.

 Creates Teaching Strategies Gold accounts; reviews documentation.

 Adds children to ASQ online; ensures the timely completion of screening and referral, of children; follows up on evaluation and treatment of children with disabilities and/or mental health needs.

 Solicits parental input/observation of their children and shares staff observations of children with parents; discusses children's development and any suggestions/concerns related to children's developmental needs.

 Collaborates with community organizations including but not limited to the Local Education Agency (LEA) to ensure that recruitment efforts include children with disabilities and other special needs.

 Participates in LEA eligibility and tracking meetings to ensure the smooth delivery of services.

 Communicates with Babies Can’t Wait (BCW); monitors and tracks referral process and status.

 Checks classroom inventories and assists Center Director in ordering appropriate materials.

 Seeks out community resources that enhance services for children.  Provides support to assure consistency between sites.

Staff Engagement & Development

 Promotes a learning culture and reflective practice with teaching staff.

 Collaborates with teaching staff to define goals, measure success, and provide feedback for improvement, providing transparent communication to staff with a culture of open communication; implements Practice-Based Coaching to support teachers’ use of effective teaching practices that lead to positive outcomes for children.

 Participates in the planning and implementation of annual and ongoing training, including but not limited to: pre-service, PD days, and New Teacher Institute (NTI).

 Participates in the planning and implementation of annual and ongoing parent and foster grandparent training.

 Participates in training and professional development opportunities as directed to enhance content area resourcefulness and service delivery.

Operational Management

 Schedules, co-facilitates, and/or participates in a variety of meetings, including but not limited to: Agency meetings, Center team meetings, Early Childhood Specialist team meetings, FSA meetings, IST meetings, IFSP/IEP meetings, EHS transition meetings, Nap Chats, and Parent meetings.

 Completes monthly center visit reports; shares with Center Manager and DQI.

 Using Child Plus, enters, analyzes, and utilizes data to make decisions and support program outcomes; generates monthly report to DQI communicating progress on established goals and objectives.

 Oversees Teaching Strategies Gold teacher inter-rater reliability.  Conducts CLASS observations; maintains reliability in the tool.

 Communicates, both vertically and horizontally, in a timely matter on important and relevant matters.

 Coordinates projects with other Early Childhood Specialists, FSAs, and Center Managers; collaborates with Early Childhood Mental Health Specialists.

 Contributes to updates of content area policies and procedures.

 Maintains professionalism and confidentiality.

OTHER DUTIES:

Performs other duties as assigned by management.

MINIMUM QUALIFICATIONS:

A Bachelor's Degree in Early Childhood Education and/or Special Education or related area, and three (3) years of experience in inclusive early education settings.

KNOWLEDGE, SKILLS, AND ABILITIES:

 Must possess the knowledge, skills, and abilities needed to perform the assigned functions responsibly.

 Must possess effective verbal and written communications skills.

 Must possess ability to manage time effectively.

 Must possess the ability to establish working relationships within the community.

 Must possess the knowledge of the fundamentals of early childhood development, curriculum development and implementation, and classroom management.

 Must possess the ability to operate a business computer.

 Must possess the ability to travel to all Easter Seals Child Development Centers

PHYSICAL JOB REQUIREMENTS:

 The ability to stand for sustained periods of time.

 The ability to sit for sustained periods of time.

 The ability to walk for sustained periods of time including responding quickly to safety concerns

 The ability to use hands and fingers to feel, operate a computer, and perform picking, pinching and whole hand or arm handling tasks.

 The ability to climb stairs.

 The ability to stoop, kneel, crouch, sit on the floor, or crawl as needed when working with small children on their level.

 The ability to reach, extending arms in any direction.

 The ability to push or pull objects weighing up to 25 pounds.

 The ability to lift and carry a child up to age 5.

 The ability to talk in order to accurately exchange information.

 The ability to hear in order to accurately exchange information.

 The ability to see clearly in order to maintain child safety and supervision, use a computer, and for extensive reading and writing.

 The ability to work in both indoor conditions and outdoor conditions.

ESSENTIAL CHARACTERISTICS:

Strategic, forward-thinking, accountable, organized, steeped in early education and care best practices, customer-oriented, good listener, constant learner, professional, diligent, dedicated.