- Demonstrate the understanding of CPS reporting system, signs and symptoms of child abuse and neglect.
- Intermediate computer skills, internet and e-mail
- Possess the ability to work in an office setting.
- Baccalaureate Degree in childhood education or a related field.
- Three years' experience in either a licensed center or a public school setting at a grade level no higher than elementary school.
- Be CLASS Reliable and maintain certification yearly.
- Bilingual ability (Spanish/English) is preferred.
- Valid Texas Driver's License.
- Must pass PRS background check.
- Must pass an annual physical.
- Within 30 days of employment must be Pediatric CPR & First Aid certified.
- Master's degree is preferred
- Knowledge of Head Start Procedure Standards, Head Start Parent, Family and Community Engagement framework and School Readiness Goals.
- Excellent oral and written communication skills required.
- Data processing methods, information storage, Head Start Performance Standards, and information retrieval techniques required.
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Mentor Coach - ARANSAS PASS, United States - Community Action Corporation of South Texas
Description
General SummaryResponsible for observing and assessing the classroom activities of a Head Start program and providing on-the-job guidance and training to the Head Start 3-5 program staff, in order to improve the qualifications and training of classroom staff, to maintain high quality education service and to promote career development in Head Start programs (Head Start Act, as amended December 12, 2007; Sec. 648A. (b) Mentor Teachers). Utilizing the Practice Based Coaching model the Mentor/Coach's primary function is to assist educators to implement and measurably improve high quality teaching practices. The Mentor/Coach aligns guidance with the teaching practices identified by the Classroom Assessment Scoring System (CLASS).
Primary Responsibilities
1. Participate in the On-Boarding Process of new educators by conducting one on one training and classroom observation, as well as visit new educators within the first week in the classroom setting.
2. Recognize existing strengths of educators and build positive, reflective mentor/coaching relationships. Adapt successfully to diverse learning styles.
3. Conduct the CLASS observation as needed for the newly hired staff.
4. Based on the CLASS observation, utilizing the Early Learning Outcomes Framework as well as the programs School Readiness Goals creates with the educator a Professional Development Plan with goals and suggested trainings to improve overall classroom skills and support the educator in implementing effective teaching practices.
5. Collaborates with the program staff to prioritize training and technical assistance according to mentoring needs. Collaborates with Mental Health and Disabilities Content Area Lead/Specialists to provide mentor/coaching to support participation for children with disabilities and/or behavioral and social-emotional needs.
6. Implement Practice Based Coaching with the assigned educators through modeling of effective teaching practices, focused observation, shadowing, and video observation, reflective feedback and other training and technical assistance.
7. Ensure each assigned educator receives mentor/coaching 1-3 times a month to review observation outcomes, management of classroom and develop strategies to improve teaching practices.
8. Through Practice Based Coaching works with educator to improve teaching practices within the CLASS Observation domains of Emotional Support, Classroom Organization, and Instructional Support.
9. Through Practice Based Coaching assures that performance standards, minimum standards, program standards, and developmentally appropriate practices are being maintained in the classroom.
10. Maintain Practice Based Coaching documentation to include Professional Development Plans, meeting and observation notes, and monthly tracking of mentor/coaching activities.
11. Assists in conducting an annual community assessment of the service area education services and participates in the program–wide-Self Assessment.
12. Guides the development of annual quantitative and qualitative goals and objectives for education services in the Head Start Program, including the classroom, cluster and overall program.
13. Travels to assigned classrooms as well as attends all in-service trainings, seminars and other assigned meetings.
14. Promotes and maintains the confidentiality of the Mentor/Coach and the Coachee relationship.
15. Works with Educators to obtain necessary credentialing as part of the Professional Development Plan, participants and facilitates training and T/TA.
16. Any other duty as assigned by Lead Mentor/Coach.
Work Experience
If a preliminary offer of employment is extended, a physical will be required before the offer can be accepted.
Able to perform the following physical requirements of the position with or without reasonable accommodation: critical sensory requirements include general vision; specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and ability to adjust focus. Hear or listen in the normal range (corrected) and speak and give directions clearly. Able to walk, sit, stand, kneel, crouch, crawl, reach, lift, carry, push, pull or otherwise move objects up to 10 lbs., and occasionally lift and/or move up to 25 pounds.
