Overall Purpose
M anages the early childhood education services for Early Head Start and Head Start children with and without disabilities; supervises the educational specialists, behavior specialist, interventionists and classroom teachers.
Direct Supervisor
Director for the Office of Early Learning
Essential Functions
• Monitors and evaluates for completion of required documentation and service delivery as it relates to the center based and home based services (early childhood education, child development, home visits, disabilities services, group socializations and parent teacher conferences)
• Enters and tracks data in Child Plus related to child screening and assessment dates, deadlines and results, referrals to Babies Can't Wait, IFSP/IEP Meetings, Pre-Transition Meetings, Parent Teacher Conference / Home Visits and ensures that appropriate follow up actions are planned and implemented
• Complete periodic reports and program documents within specified deadlines
• Assesses program wide child development outcomes and assists direct service staff in developing and implementing strategies to improve those outcomes.
• Evaluates certified and non-certified staff and makes recommendations or professional development plans on the basis of those evaluations.
• Coordinates screening, ongoing developmental assessments
• Coordinates, develops, and implements professional development opportunities (education/disabilities) based on program requirements, changes in systems or policies, PBC, and needs of staff
• Assists in hiring, orienting, and training of new services staff and volunteers
• Reviews and edits curriculum plan supporting the approved curricula, screening and assessment annually and presents to Policy Council
• Attends and participates in staff / parent meetings and trainings during regular work week, as well as regular evening and some weekend events
• Develops annual program calendar
• Coordinates, develops and implements parent trainings in content area
• Participate as an active leader in the annual self-assessment and assists in ongoing monitoring, self-assessment regarding compliance with performance standards and local policy and procedures
• Identifies compliance issues and subsequent composition of improvement plans, as well as revising systems, policies and procedures
• Communicates with and plans collaboratively with home based staff, center based staff, directors, managers, other program coordinators and community partners regularly
Marginal Functions
• Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit.
Competencies
• Skills-based Competencies
Required to perform multiple tasks with a need to occasionally upgrade skills in order to meet changing job conditions. Specific skill based competencies required to satisfactorily perform the functions of the job include: preparing and maintaining accurate records; using pertinent software applications; and instructional skills.
• Knowledge-based Competencies
Required to perform basic math, including calculations using fractions, percentages, and/or ratios; read a variety of manuals, write documents following prescribed formats, and/or present information to others; and analyze situations to define issues and draw conclusions. Specific knowledge based competencies required to satisfactorily perform the functions of the job include: stages of child development; methods of motivating and controlling children; successful teaching strategies and interventions; and awareness of codes, regulations, and laws related to counseling students.
• Ability-based Competencies
Required to schedule activities, meetings, and/or events; gather, collate, and/or classify data; and use basic, job-related equipment. Flexibility is required to work with others in a variety of circumstances; work with data utilizing defined and similar processes; and operate equipment using standardized methods. Ability is also required to work with a wide diversity of individuals; work with similar types of data; and utilize job-related equipment. Problem solving is required to identify issues and create action plans. Problem solving with data requires independent interpretation of guidelines; and problem solving with equipment is limited to moderate. Specific ability based competencies required to satisfactorily perform the functions of the job include: providing direction and leadership; communicating with persons of varied backgrounds; maintaining confidentiality; and adapting to changing priorities.
Requirements
College degree in Education, Special Education, or related field
Demonstrated experience in related content areas (child development, disabilities, early intervention, etc.)
Certificate in Early Childhood Education or Special Education
Leadership Certificate preferred
Three (3) years classroom experience preferred
Valid Georgia Driver's license
Physical Requirements
The usual and customary methods of performing the job's functions require the following physical demands: occasional lifting, carrying, pushing, and/or pulling, frequent stooping, kneeling, crouching, and/or crawling and significant fine finger dexterity.
Generally the job requires 20% sitting, 40% walking, and 40% standing.
Continuing Education/Training
Valid Georgia Driver's license
Certificate in Early Childhood Education or Special Education
Clearances
Criminal Justice Fingerprint
Background Clearance
Sex Offender Registry Check
Child Abuse Registry Check
Fair Labor Standards Act
Exempt Employment Type: ["OTHER"]