Education Mentor - Educare DC : Job Details

POSITION OVERVIEW The Education Mentor (EM) assists in monitoring and planning the facilitation of full and effective implementation of Early Head Start Performance Standards, as well as evidence-based instructional practices. Reporting to the EHS Partnerships Director, the EM will provide the Early Head Start Childcare Partner staff and Childcare Partnership Instructional Assistants with instructional leadership through design, delivery, and coordination of intensive professional development, facilitation of interdisciplinary collaboration, and administrative support. This position will lead and coordinate the EHS-CCP sites' education program and curriculum development for children ages birth to three, including implementation of the following Head Start core features and evidence-based practices. The outcomes of the Education Mentor's work include exemplary early learning classroom quality and teacher-child interactions as well as childcare partner site director guidance and support.RESPONSIBILITIES Professional Development

• Lead the design, implementation, and coordination of intensive staff development to build and enhance core competencies of the Education staff, specifically:
• Represent the department at meetings and conferences as requested to give and receive information.
• Provide on-site training and mentoring based on program needs.

• Maintain a schedule to collaborate and participate in lesson planning meetings with teachers.
• Model how to incorporate data use, Teaching Strategies Gold Standards/DC Early Common Core Standards, and individualization to best support students.

Reflective Practice

• Provide classroom teachers with a planned schedule of reflective practice meetings 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.
• Facilitate consistent biweekly meetings with the childcare partnership site director to collaboratively assess needs, discuss classroom updates and progress reports.
• Provide individual reflective practice and peer support to assist in the professional development of instructional assistants.
• Coordinate reflective practice groups comprised of partnering staff sharing the same or similar educational roles to improve professional practice through shared inquiry, reflection. This task is done in collaboration with the professional development manager.

Coaching

• Maintain a regular schedule of coaching to support the implementation of Early Head Start core competencies and evidence-based instructional practices through a cyclical process of observation, reflection, and action.
• Coordinate the development and implementation of professional development plans based on identified needs of teachers. Monitor plans with site directors.
• Serve as a consultant to childcare partnership site directors for the instructional program.

Administrative Support

• Monitor and ensure education portfolios and other required documentation for children and classrooms are completed.
• Supervise the procurement, distribution and monitoring of instructional resources and services correlated to the CCP classrooms and staff, including support with contacting and delegation of temporary staffing.
• Participate in the development of program policies and ongoing monitoring of EHS childcare partners.
• Assist with hiring and interviewing of CCP teaching staff and temporary staff.
• Participate in the development of program policies and service delivery plans.
• Complete and submit all reports in a timely manner.

Lesson Planning

• Engage in collaborative planning with the Inclusion and Wellness Specialist for the appropriate inclusion of young children.
• Use of child screening, assessment, and progress data to inform lesson planning, individualization, and the intensification of instruction in the areas of oral language, dual.
• Language and literacy development and skills; social-emotional and self-regulation development and skills; and numeracy and problem-solving skills.
• Use child screening, assessment, and progress data to inform lesson planning, individualization, and instruction in the areas of oral language, literacy, social/emotional development, self-regulation, numeracy, and problem solving.

EXPERIENCE AND ABILITIES

• Bachelor's degree in early childhood education (ECE), Child Development or a related field plus two years of early childhood classroom experience and/or a certification in infant toddler studies or similar credential.
• One year of coaching experience.
• Ability to implement early childhood curriculum and developmentally appropriate practice for children and families ages birth to three.
• Demonstrated leadership abilities including motivating and leading staff.
• Ability to analyze, interpret, and accurately apply Head Start Standards, state and local licensing requirements and the organization's philosophy.
• Ability to work as a cooperative and supportive member of an interdisciplinary team.
• Ability to communicate and cooperate with diverse families, various professionals, and community groups.
• Willing to work in a program located in an underserved urban community.
• Exercise discretion in handling confidential information and materials at all times.
• Intermediate knowledge of computer applications and the ability to learn and master computer technology/software programs as needed.
• Communicate and respond in a concise manner, including written and verbal, that consistently demonstrates respect and concern.
• Primary contact for functional area for external stakeholders.
• Maintain a strong understanding of Head Start Program Performance Standards (HSPPS), licensing, Early Head Start curriculum and OSSE requirements.

EDUCATION REQUIREMENTS

• Bachelor's degree required.

ADDITIONAL JOB REQUIREMENTS

• Clearance of background checks as required by local, state, and federal regulations.
• Annual physical exam, drug screen and TB tests, and Covid-19 vaccination are required as a condition of continual employment as required by Educare DC, state, and federal regulations.
• Perform other duties as assigned.

ESSENTIAL JOB FUNCTIONS

• Advanced command of the English language and grammar, both verbal and written.
• Visual and auditory acuity within professionally determined normal ranges, with correction if needed.
• Manual dexterity sufficient to operate a computer and office equipment.
• Must be able to lift 40 pounds.
• Must be able to travel.
• Must be able to enter and exit a vehicle without assistance and withstand exposure to adverse weather conditions.
• Regular attendance is a necessary and essential function.
• This position may work 40 or more hours per week.