EHS/HS Family Engagement and Community Partnerships Manager
DIVISION: Office of Early Learning
GRADE: Teacher Pay Scale
DEPARTMENT: Early Head Start / Head Start
WORK DAY: 240
REPORTS TO: Director of Early Learning
FLSA STATUS: Exempt
JOB CLASS: 4333
GROUP: Certified
Position Summary
The Early Head Start/Head Start Family Engagement and Community Partnerships Manager manages the implementation and monitoring of family services and mental health interventions for home- and center based children birth through age three, expectant women, families, and staff as outlined in federal grant requirements. This position involves managing mental health programming and therapeutic services for the purpose of providing access to dyadic interventions, behavioral health services for children, parents, and staff. The position involves supervising a team of family support staff to support both family well-being and parenting skills; to implement parenting curricula and family engagement events; to develop partnerships with local agencies in response to the needs of participating families; and to comply with record keeping and reporting requirements.
Minimum Requirements
EDUCATION:
• Master’s Degree in related fields such as counseling, psychology, or social work.
• Trauma Certification Preferred; LMSW, LCSW, LPC, LMHC
CERTIFICATION/LICENSE:
• Holds or is eligible for a service certificate in Social Work P-12
• Criminal Justice Fingerprint, Background Clearance, Sex Offender Registry Check, Child Abuse Registry Check
• Valid Georgia driver’s license and reliable transportation
• Pre-Employment Health Examination
• Bilingual and bi-literate in English and Spanish preferred
WORK EXPERIENCE:
• Experience in working with children birth through age three, families, community resources, data collection and information processing
• Minimum of three (3) years experience supervising / leading a team, facilitating training and large group meetings
• Experience related to behavioral health, mental health, crisis intervention.
Essential Duties
• Organizes the implementation and tracking of progress toward the completion of family needs assessments, family goal setting, the development of family partnership agreements, crisis intervention, referrals, timely follow-up, and case management that support family well-being, including family safety, health, and economic stability.
• Oversees, ensures and documents appropriate referral, scheduling and delivery of mental health services to participants, parents, and staff.
• Organizes and facilitates the implementation of trauma-responsive parenting sessions, required parenting curriculum (Circle of Security-Parenting Program) and other programmatic events such as Parent Committees and Home Based Group Socializations.
• Promotes student attendance and program-wide participation of families, including custodial and non-custodial parents (mothers, fathers and father-figures), in the family goal setting process, home visits, parent-teachers conferences, group socializations, parent training and other program events.
• Participates in and/or facilitates internal and external meetings (community-, program-, participant-level meetings and home visits) with a variety stakeholders for the purpose of making recommendations and mobilizing resources in order to enhance the probability of student and family success and to perform grant required functions including but not limited to Annual Self-Assessment, Student Review Team, managers data digs, Health and Mental Health Services Advisory Committee, ERSEA Meetings, community meetings, training, and conferences).
• Provides / arranges regular and ongoing technical assistance and reflective supervision to Early Head Start / Head Start staff for the purpose of ensuring family services are delivered in compliance with established guidelines; and staff training.
• Supervises family services staff and facilitates weekly meetings; Oversees and provides direct case management and conducts home visits for the purpose of supporting and monitoring day-to-day services, implementation of case plans and ensuring timely and complete documentation of services delivered.
• Researches a variety of information (latest licensure requirements, guidelines, community resources, etc.) for the purpose of delivering services in compliance with established local, state, federal regulations, policies and procedures. Participates in ongoing training, attends EHS/HS conferences and professional learning in order to meet all certification standards and credentialing policies.
• Implements the program’s comprehensive system of record-keeping, reporting, communication and strictly complies with policies, regulations, and procedures for the purpose of maintaining digital and printed records in order for the FECP Manager to monitor services, compile data, analyze results, disseminate to appropriate stakeholders and implement corrective actions.
• Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit
Knowledge, Skills, & Abilities
• Skills-based Competencies
Required to perform multiple, technical tasks with a potential need to upgrade skills in order to meet changing job conditions. Specific skill based competencies required to satisfactorily perform the functions of the job include: operating standard office equipment including a variety of software applications; planning and managing projects; facilitating meetings; promoting activities and/or events; applying assessment instruments; and preparing and maintaining accurate records.
• Knowledge-based Competencies
Requires project management, content knowledge, stakeholder relationship building, excellent communication skills; demonstrable initiative, flexibility; ability to work independently and effectively in groups; and strong interpersonal & organizational skills. Required to perform basic math, including calculations using fractions, percentages, and/or ratios; review and interpret highly technical information, write technical materials, and/or speak persuasively to implement desired actions; and analyze situations to define issues and draw conclusions. Specific knowledge based competencies required to satisfactorily perform the functions of the job include: pertinent laws, codes, policies, and/or regulations; personnel processes; standard business practices; program planning and development; concepts of grammar and punctuation; instructional procedures and practices; age appropriate student activities; safety practices and procedures; conflict resolution; stages of child development/ behavior; basic counseling skills, management, and leadership; ability to work with individuals, small groups, classroom groups, and collaboratively with stakeholders; ability to communicate effectively; demonstrated skills in oral and written communication; demonstrated skills in organization and problem solving; ability to analyze existing processes and identify areas for improvement, possess awareness of the personal values, beliefs and biases, knowledge of counselor and client identity development, worldviews, the nuances of culture and the positive and negative effects of privileged and marginalized statuses, and ability to tailor interventions that align with the cultural worldview of students and families.
• Ability-based Competencies
Required to schedule a number of activities, meetings, and/or events; routinely gather, collate, and/or classify data; and use job-related equipment. Flexibility is required to work with others in a wide variety of circumstances; analyze data utilizing defined but different processes; and operate equipment using standardized methods. Ability is also required to work with a significant diversity of individuals and/or groups; naturally demonstrate empathy for individuals impacted by trauma; work with data of widely varied types and/or purposes; and utilize specific, job-related equipment. Independent problem solving is required to analyze issues and create action plans. Problem solving with data frequently 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: adapting to changing work priorities; communicating with diverse groups and individuals; maintaining confidentiality; meeting deadlines and schedules; setting priorities; working as part of a team; working with detailed information/data; and working with frequent interruptions
Physical Abilities And Working Conditions
The Physical Abilities and Other Conditions of Continued Employment listed in this section are representative of, but are not intended to provide an exhaustive list of Physical Abilities and Other Conditions of Continued Employment which may be required of positions in this class. Clarke County School District encourages persons with disabilities who are interested in employment in this class and need reasonable accommodation of those disabilities to contact the Human Resources Department for further information.
Vision: Ability to read small print and view a computer screen for prolonged periods.
Hearing: Ability to tolerate exposure to noisy conditions.
Speech: Ability to be understood in face-to-face communications, to speak with a level of proficiency and volume to be understood over a telephone or computer.
Upper Body Mobility: Ability to use hands to grasp, and manipulate small objects; manipulate fingers, twist and bend at wrist and elbow; extend arms to reach outward and upward; use hands and arms to lift objects; turn, raise, and lower head.
Strength: Ability to lift, push, pull and/or carry objects which weigh as much as 5 or more pounds on a frequent basis. Incumbent may be required to physically restrain parties involved in a conflict.
Environmental Requirements: Ability to encounter constant work interruptions; work cooperatively with others; work independently; work indoors.
Mental Requirements: Ability to read, write, understand, interpret and apply information at a moderately complex level essential for successful job performance; math skills at a high school proficiency level; judgement and the ability to process information quickly; learn quickly and follow verbal procedures and standards; give verbal instruction; rank tasks in order of importance; copy, compare, compile and coordinate information and records. Understand how to manage stress.
Remote Work Requirements: Ability to be flexible and adapt as needed between various in-person working environments
Additional Work Conditions & Physical Abilities: Generally the job requires 60% sitting, 20% walking, and 20% standing.
It is the policy of the Clarke County School District not to discriminate on the basis of age, sex, race, color, religion, national origin, marital status, disability or any other legally protected status in its educational programs, activities or employment practices. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential tasks. This job description is intended to accurately reflect the position activities and requirements. However, management and administration reserves the right to modify, add, or remove duties and assign other duties as necessary. It is not intended to be and should not be construed as an all inclusive list of all the responsibilities, skills, or working conditions associated with the position.
Revised 05/2025
Primary and Secondary Education
Other
Full-time