Week 4: EDUC 6990

Jobs/Roles in the ECE Community: 

National /Federal Level

The Office of Early Childhood works to: coordinate and improve the delivery of early childhood services for Connecticut children; ensure that child care and education programs for young children (1) are safe, healthy, and nurturing, (2) appropriately support children’s physical, social and emotional, and cognitive development , and (3) are accessible to all children, particularly those at greater educational risk (including those from families in poverty, families with a single parent, families with limited English proficiency, and parents with less than a high school diploma); support families raising young children to ensure the children’s health, well-being and positive growth and development; and,build and support a high-quality early childhood workforce.

Vision 

All young children in Connecticut are safe, healthy, learning and thriving. Each child is surrounded by a strong network of nurturing adults who deeply value the importance of the first years of a child’s life and have the skills, knowledge, support and passion to meet the unique needs of every child. 

                                                Mission 

To support all young children in their development by ensuring that early childhood policy, funding and services strengthen the critical role families, providers, educators and communities play in a child’s life. 

Reference retrieved on September 29, 2017, 

from:  http://das.ct.gov/Digest/Digest_2016/Early%20Childhood,%20Connecticut%20office%20of.pdf

Jobs:

The Program Improvement and Support Unit focuses on improving the quality of early care and education by encouraging programs to participate in the NAEYC Accreditation process. An ongoing support system for early care and education programs offers on-site individualized technical assistance, networking and training opportunities to assist in the pursuit of high quality through national accreditation by the National Association for the Education of Young Children (NAEYC).  Additionally, supports are available to all programs in the form of free workshops, training and technical assistance to guide improvement efforts. 

The unit also offers college-credit coursework and other professional development opportunities to improve the qualifications of Connecticut’s early care and education program administrators. These opportunities assist administrators in meeting the education qualifications criteria established by the National Association for the Education of Young Children (NAEYC), as well as the requirements of the Connecticut Director Credential (CDC), which is often used to meet NAEYC’s requirements for program administrators.

Specific areas in the unit include:

• Accreditation Facilitation Project (AFP)
• Program Leadership Institutes

Contact: Deb Flis, Education Consultant, (860) 500-4428

Reference retrieved on September 29, 2017, from:

http://www.ct.gov/oec/cwp/view.asp?a=4541&q=535850


Preschool Curriculum Specialist 

• Works with assistant education manager and center directors to monitor the fidelity of curriculum implementation, instructional practices, and alignment with school readiness goals
• Develops and maintains a standard inventory of program materials and system of ordering and delivery to assure consistency across all classrooms to meet curriculum fidelity
• Ensures curriculum alignment with Head Start Early Learning Outcomes Framework (ELOF), state standards, and school readiness goals
• Works with parent family, and community engagement manager(PFCE) and assistant education managers to develop family engagement practices that align with the school readiness goals, education curricula, parenting curriculum, and to include strategies and trainings for staff and parents to improve children’s attendance
• Promotes evidence-based curricula that reflect Head Start initiatives (IMIL, school readiness, family literacy, Pyramid model/program-wide positive behavior support, dual language learners/multicultural practices, early intervention and inclusive practices and fatherhood initiative.

MINIMUM TRAINING AND EXPERIENCE Master's degree in Early Childhood Education or Child Development and 5 to 7 years of experience teaching and planning curriculum; or any equivalent combination of training and experience which provides the required knowledge, skills and abilities. Reference retrieved September 29, 2017 from: http://www1.gcsnc.com/HR/job_descrip/Curriculum%20Specialist%20-%20Early%20Childhood.pdf

Education Manager and Professional Development Specialist 

ERSEA:

• Works with ERSEA manager and assistant education manager for placement of children in the classrooms
• Works with the ERSEA manager to develop strategies to improve children’s attendance

Family and Community Engagement: 

• Collaborates with health, nutrition, mental health and disabilities managers, and parent, family, and community engagement manager, to develop evidence-based family engagement practices that reflect Head Start initiatives (IMIL, school readiness goals, family literacy, Pyramid Model/PBIS practices, dual language learners/multicultural practices, early intervention and inclusive practices and fatherhood initiative
• Collaborates with the PFCE manager and assistant education managers to assess the effectiveness of family engagement practices at each center
• Collaborates with PFCE manager to establish and/or identify community partnerships that can serve as a resource to families
• Maintains and updates an MOU with the Local Education Agency(LEA) that includes transition activities to kindergarten
• Works with PFCE manager and assistant education managers to develop and implement transition plans for children in, through and out of the program and in collaboration with other service area managers; including in those plans, transition of all necessary records of services delivered at MRDC – Head Start to next program

Professional development:

• Works with the deputy director and management team to design and implement a program –wide coordinated approach to a data informed training and professional development system/plan at the beginning of the year and on an ongoing basis that effectively supports the delivery and continuous improvement of high quality services.
• Works collaboratively with management team to develop two program-wide training days for staff
• Works collaboratively with management team to develop preservice training
• Provides for varied professional development strategies that take into consideration adult learning principles, individual learning styles, different backgrounds in professional preparation, and the wide variances in the level of experience of staff members
• Develops varied levels of professional development, e.g. peer-based learning communities, Practiced Based Coaching(PBC) model to promote teacher growth and learning, as well as identifies and arranges for professional consultants/trainers on topics identified in professional development plans to train teachers in best practices in education
• Develops systems for induction of all individuals entering the program at any point during the school year.

Provides coaching and instruction to management staff in implementing program curricula, assessment, and professional development strategies, e.g. peer learning communities, side by side coaching and PBC to education manager, education coordinator, center directors, instructional coach and mentors.
Reference retrieved Setpember 29, 2017 from:https://www.indeed.com/viewjob?jk=68a996cece1e0cef&q=Early+Childhood+Quality+Improvement+Coordinator&tk=1br9kvbvu53kjflh&from=web

Requirements:

QUALIFICATIONS 

EDUCATION-EXPERIENCE 
Bachelor’s Degree in Early Childhood Education; five years of early childhood classroom experience; 4 years of supervisory/leadership experience 

OTHER NECESSARY QUALIFICATIONS:

• Ability to speak, read and write fluently in English; effective communication skills, both orally and written
• Ability to read and interpret documents such as performance standards, information memoranda and program guidance; ability to write reports and correspondence; ability to speak effectively before groups of clients, employees or community partners.
• Ability to use data base software, Excel and Microsoft Office programs.
• Must obtain and pass a physical, TB test, and Criminal background checks to include: state, FBI, and child abuse
• Must be knowledgeable in Maryland Child Abuse laws and act accordingly
• Current driver’s license and vehicle available to travel to Head Start sites and professional development.
• Ability to work flexible hours and attend night and out-of-town meetings as necessary.
• Respect and sensitivity toward cultural differences.
• Demonstrated success in working as a team member
• The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
• Ability to lift 25 lb and move 50 lb with the assistance of a wheeled cart
• Reasonable close and distant visual acuity to conduct classroom observations
• Ability to negotiate the classroom environment: sit in close proximity to children, participate in activities
• Ability to perform office functions—sitting, typing, etc.

Reference retrieved Setpember, 29, 2017 from:https://www.indeed.com/viewjob?jk=68a996cece1e0cef&q=Early+Childhood+Quality+Improvement+Coordinator&tk=1br9kvbvu53kjflh&from=web

References:
http://das.ct.gov/Digest/Digest_2016/Early%20Childhood,%20Connecticut%20office%20of.pdf

http://www.ct.gov/oec/cwp/view.asp?a=4541&q=535850

http://www1.gcsnc.com/HR/job_descrip/Curriculum%20Specialist%20-%20Early%20Childhood.pdf

https://www.indeed.com/viewjob?
jk=68a996cece1e0cef&q=Early+Childhood+Quality+Improvement+Coordinator&tk=1br9kvbvu53kjflh&from=web