Mentor Coach- Hawthorne Location

The Mentor Coach at Tulsa Educare is responsible for providing our Education staff instructional leadership through the design, delivery and coordination of intensive professional development; facilitating interdisciplinary collaboration and supervising teachers and teaching teams. Tulsa Educare is seeking a Mentor Coach who will make the commitment to perform with integrity and model these essential qualities:

• Self-motivated, dependable and physically able to perform tasks in various environments
• Independent and creative thinker
• Ability to quickly adapt to changes, demands and initiatives
• Commitment to providing outstanding customer service
• Strong oral and written communications skills
• Practice effective team behavior and demonstrate effective interpersonal skills with a diverse audience
• Qualified (and not prohibited) to work around children
• Legally authorized to work in the United States

The functions outlined in this job description are examples of the general nature of those performed by employees in this position. Any combination of these functions and responsibilities may be performed.  The list is descriptive only and should be used for no other purpose.  Management retains the right to revise job functions at any time.  These functions are not to be construed as exclusive or all-inclusive.

• Promote a culture of innovative collaboration practices with a continuous focus on improving child learning and life experiences
• Actively engage with classroom happenings, spending at least 8 hours a week in classrooms completing observation and coaching
• Lead the design, implementation and coordination of intensive, embedded professional development to build and enhance core competencies of the education staff through:
  • Coaching – Implements with teaching team a predictable schedule of coaching to support their implementation of core competencies and evidence-based instructional practices through a cyclical process of observation, goal-setting, action plan implementation and reflection
  • Team Lesson Planning – Schedules and protects time for regular collaboration among the teaching teams to review data, reflect on child progress and teaching practices, and plan for interactions, experiences, instruction and family engagement
  • Communities of Practice - Facilitates CoP for teaching teams to engage in shared inquiry, critical dialogue and reflection to improve professional and educational program practice
  • Reflective Supervision - Provides teaching team with a predictable schedule of reflective supervision to support, develop, and evaluate their performance through a process of inquiry that encourages their understanding and articulation of the rationale for their own practices
  • Focused Professional Development – Create and facilitate school-wide, content-specific professional development for Education staff to cultivate excellence in teaching and learning to make our vision a reality
  • Lesson Study – Review documentation with teaching team members. Reflect, explore, study, research, and plan collaboratively possible ways to elaborate and extend classroom studies/investigations using materials, activities, tools and other resources
• Lead and coordinate our education program to include the implementation of core features and evidenced-based practices:
  • Research-based strategies  to drive program practices; responsive, intentional and developmentally appropriate curriculum and experiences to support child learning and develop; using child and classroom data to inform lesson planning
• Facilitate interdisciplinary collaboration including:
  • Participation in Family/Child Reviews (FCRs); Research Program Partnership meetings with our Local Evaluation Partner (LEP) and multi-disciplinary team meetings to support the planning and implantation of individualized instruction for children with development differences and for children displaying challenging behaviors
• Responsible for supervising teachers and teaching teams to include:
  • Creating ongoing relationships with all members of the teaching team; providing direction and feedback to teachers and teaching teams; communicate effectively and openly, and demonstrate strong sense of self-awareness and reflectiveness
  • Completing education staff performance appraisals, mid-year reviews and professional development plans; interviewing of potential education staff; monitoring of program expectations (Head Start, Educare Learning Network, state/local licensing)
• Other duties as assigned

Broad knowledge and experience in:

• Early childhood education including developmental trajectories and effective innovative practices   
• Demonstrated leadership abilities and proven successful interpersonal relationship skills
• Understanding of Head Start Performance Standards, NAEYC criteria, DHS guidelines
• Ability to take initiative, multi-task and work well under pressure
• Providing professional development and coaching to early childhood educators
• Adhering to strict confidentiality policies
• Solid computer skills, including MS Office
• Developing collaborative partnerships and work in a team environment
• Balancing and prioritizing multiple projects and priorities and following through to completion
• Must be driven to follow Tulsa Educare’s Shared Values: Kindness, Reciprocity, Positive Problem Solving, Inclusiveness, Data-driven Decision Making, and Courage

• At least five years of classroom experience required
• Qualified candidates must meet at least one of the following requirements:
  • Preferred Master’s degree in early childhood education, child development, special education or a closely related education-based discipline with THREE years of leadership experience
  • Required Bachelor’s degree in early childhood education, child development, special education or a closely related education-based discipline with THREE years of leadership experience

Primarily an office position with limited local travel when requested by supervisor (exposure to normal traffic hazards).  Ability to lift and carry up to 25 pounds. Regular and reliable attendance required.