Developmental Specialist/ Education Specialist - Greeley

Overview

Under the direction of the Area Manager, manages the Head Start education services in the center. Ensures that such services are comprehensive, culturally relevant, and developmentally appropriate in a learning environment that maximizes opportunities for each child’s physical, emotional, social and cognitive growth. Ensures teachers support parents in their role as the child’s first teacher.

 

Key areas of responsibility

 

1. Manage all aspects of the education and disabilities services in the center(s) in accordance with the Head Start Act, Head Start Performance Standards, developmentally appropriate practices, early childhood education and special education best practices, and the CDLFU’s School Readiness Plan.
2. Stay current on the early childhood and special education field of knowledge, including assessments and screening instruments.
3. Take the lead in recruiting and identifying children that meet the 10% Head Start Requirement for serving children with special needs. 
4. Provide ongoing training, mentoring, and technical expertise to teachers, teacher assistants, and center aides. Create in-service training plans based on the needs of the children and teachers.
5. Work with the area manager and human resources to ensure education personnel meet Head Start credentialing requirements.
6. Complete staff development plans with all teaching staff and update them on a regular basis. Conduct annual performance evaluations of teaching staff.
7. Review weekly lesson plans, ensuring activities are developmentally appropriate; meet individualization requirements; are in accordance with the CDLFU School Readiness Plan; and include a variety of nutrition, health and safety activities. Ensure lesson plan activities are tailored to meet children’s developmentally appropriate IEP/IFSP goals.
8. Ensure all children are properly screened and assessed for disabilities and mental health concerns. Work with teachers to ensure initial developmental screenings are conducted for each child and that each screening is documented and appropriately followed up on in a timely manner. Ensure that children identified with disabilities, delays, and/or concerns have effective Individual Education Plans/Individual Family Service Plans (IEPs/IFSPs) that include collaboration between parents, school districts, early intervention agencies, and applicable specialists.
9. Conduct, aggregate and analyze the data from three assessments each season. Present assessment results at parent meetings.
10. Ensure each child’s paper and electronic files are accurate, complete, and up to date. Participate in case reviews, as needed.
11. Participate with the center team in coordinating child transitions, including children with special needs. Includes transitions between Head Start centers, transitions to and from early intervention programs, transitions to and from school district programs, and transitions between classrooms within the center. 
12. Ensure teachers complete Health and Safety checklists on a daily basis.
13. Manage all classroom and education resource inventories.
14. Maintain an ongoing flow of information between teaching staff and support staff, to include facilitating teacher meetings and attending center and agency meetings as required.
15. Ensure home visits and parent/teacher conferences occur as per Head Start performance standards and agency requirements.
16. Meet with parents and conduct home visits for children with special needs. Provide parents with information regarding their legal rights throughout the special education process. Obtain their permission for further evaluation or mental health services, give suggestions for home activities, and follow-up on recommendations. Maintain confidentiality in matters pertaining to parents and children. 
17. Submit education and disabilities written reports and/or database reports as directed.
18. Coach education staff using the Practice-Based Coaching model according to agency timelines and procedures.
19. Routinely conduct and document classroom observations to ensure curriculum fidelity, positive classroom interactions. Also include regular classroom observations of children with special needs.
20. Perform other duties as assigned.

 

Qualifications

 

Bachelor’s degree or higher in Early Childhood Education/Child Development or related field, with emphasis or experience in special education, social work, or psychology. Three years’ management and/or group process experience. Bilingual English-Spanish required. Physical requirements included extended periods of time sitting or standing, ability to lift 50 lbs., ability to stoop, bend, crawl and perform other actions commonly associated with caring for young children and infants.

 

Competencies

 

Success in this position requires competence in the following areas:

1. Strong verbal and written communication skills
2. Team building
3. Coaching
4. Mentoring
5. Relationship building
6. Group presentations
7. Attention to detail
8. Organization and prioritization
9. Strong interpersonal skills
10. Enthusiasm
11. Decisiveness
12. Microsoft Office
13. Confidence
14. Ability to work independently and as part of a team
15. Cultural competence

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