The Social-Emotional Learning Coach (SEL) engages and supports early learning programs through coaching, technical assistance, and professional development to implement Pyramid Model-based tiered strategies, evidence-based social-emotional curricula, required reporting related to the Rapid Response Team and other social-emotional content work provided by PHMC. The SEL Coach also provides classroom support through classroom observations, writing classroom management and behavioral improvement plans, offering feedback on appropriate interactions and skills, and providing developmentally appropriate resources and training for children, teachers, and parents. The SEL Coach is an essential member of the Rapid Response Team and responds within 48 hours to requests for support from parents and/or providers for children at imminent risk of suspension and/or expulsion from an early learning setting. They deliver resources to guide identified programs and parents in-person at a variety of child care provider settings throughout Philadelphia and offer professional development in person and virtually. A valid driver’s license and a dependable, fully insured vehicle are required. This position is full-time 100% FTE and is exempt from the overtime provisions of the Fair Labor Standards. The position operates from PHMC’s main offices at 1500 Market Street, Philadelphia, PA though this position requires travel throughout Philadelphia and southeastern PA and occasional statewide and national travel. The SEL Coach reports to the Social-Emotional Supports Manager.

Responsibilities:

• Work in collaboration with early learning program staff, teachers, instructional assistants, directors, and other support staff to support positive teacher-child, teacher-teacher, and child-child interactions and a classroom environment that promotes each child’s cognitive, social, and emotional growth.
• Design and facilitate training for staff and/or families to build awareness and teach appropriate practices related to child mental health, social and emotional wellbeing, typical and atypical behavior, and child development.
• Manage a caseload of early learning programs seeking guidance to reduce suspension and expulsion.
• Conduct on-site visit within 48 hours of request for Rapid Response Team support.
• Conduct classroom observation tools such as Teaching Pyramid Infant-Toddler Observation Scale (TPITOS) and Teaching Pyramid Observation Tool Scale (TPOTS), etc.

• Utilize and analyze gathered data to drive problem-solving and coaching strategies including but not limited to compliance monitoring, classroom evaluation data, child outcomes data, and classroom observation tools (TPOT, CLASS, ERS, etc.).
• Refer early learning staff and/or families to appropriate community supports and resources.

• Engages with program leaders and program staff to develop overall program priorities, goals, and strategies. Oversees, supports, and monitors the implementation of strategies.
• Facilitate process to help staff develop individual plans to improve their environments, teaching practices to support young children’s growth and development, and overall program quality.
• Develop and maintain positive, supportive relationships with education and program staff for the purpose of supporting staff growth through the coaching process, providing reflective and constructive feedback to staff.
• Promote high-quality interactions and relationships between children and their peers and teaching teams as well as administration and teachers.
• Create a shared understanding of the effects of trauma and adversity, including oppression, prejudice, discrimination, racism, and gender inequity on the developing brain.
• Support the mental health and well-being of adults who care for children.
• Participate in state and local meetings, trainings, calls, and conferences on issues related to social-emotional learning.
• Maintain community partnerships with mental and behavioral health agencies to facilitate family and staff access to additional resources and services.
• Support the PHMC CDFS Assessment Team, as needed, conducting various early learning quality assessments, including but not limited to Environmental Rating Scales (ERS) and Classroom Assessment Scoring System (CLASS)™.
• Complete required paperwork and reporting documentation.

Skills:

• High level of cultural competence
• Ability to work independently and effectively function as a member of a team
• Ability to facilitate coordination of multiple tasks and manage a variety of projects simultaneously
• Excellent written, oral and communication skills
• Demonstrated strong interpersonal skills with individuals, teams, and groups
• Ability to work collaboratively with a diverse array of audiences including peers, practitioners, stakeholders, professional organizations, and institutions of higher education
• Advanced Microsoft Office Suite skills, particularly PowerPoint and Excel
• Ability to maintain complete, accurate, and accessible files and records
• Ability to perform all required functions and responsibilities accurately, completely, and timely
• Perform related work, as required.

Experience:

• 3 to 5 years of related experience in the early learning field
• Experience working in classrooms, school, or community settings required
• Knowledge of coaching and professional development practices, early learning preferred
• Working knowledge of Pyramid Model practices preferred
• PQAS certification preferred
• Experience conducting early learning quality assessments a plus

Education Requirement:

• Bachelor’s degree in early childhood education, social work, public health, or a related field

Salary:

• Commensurate with education and experience.

Grade: 18