PROGRAM SPECIALIST-ECE

Head Start Coordinator

Under the direction of the Head Start Coordinator, performs a wide variety of professional-level duties in support of the Head Start program by establishing and maintaining positive relationships with children's families; encourage participation and ensure their awareness and use of the program's diverse services; serves as an advocate for Program, children and their families.

The ideal candidate is a self-motivated, independent worker who possesses a solid understanding of appropriate child development theories and practices; the ability to communicate effectively with staff, managers, clients/ participants, and individuals of varying levels outside of the organization; establish and maintain effective working relationships with all levels of Association management, employees, parents, and others encountered in the course of work; create and maintain a safe learning environment for children and others; To work effectively with parents, families, and childcare providers and be sensitive to the needs of culturally and ethnically diverse groups; effectively present information and respond to questions from groups of managers, clients, customers, and the general public; is well organized and is able to plan and prepare in a thorough fashion; has excellent written communication skills; and has demonstrated experience working with culturally and ethnically diverse, low income or no income clients and unique populations.

The following are typical ways of obtaining the knowledge, skills, and abilities outlined above:

• Bachelor's degree in early childhood education, or special education or closely related human services field including: three (3) units of Infant Toddler, three (3) units of administrative and three (3) years of increasingly responsible experience providing direct service to low-income families of diverse cultural backgrounds is required. College courses/ units in special education or adult supervision/working with adults.

Knowledge of:

• Methods and best practices of early childhood education, including low-income children 0-5 years old, emotional and/or physical health and learning and/or physical disabilities; federal, state and local laws and regulations applicable to the Head Start program and the assigned areas of responsibility and expertise; goals, objectives, policies and procedures of the NHA Head Start program; modern theories, principles and practices of supervision, including training and staff development.

Examples of Major Functions:

• Supports and assists center and area staff to identify, develop and implement strategies to enhance the cognitive, social, emotional and physical goals of Head Start program, children and families;
• Participates as a member of area teams in observing, identifying, assessing, planning and implementing theory and best practices in learning environments;
• Provides on-going assistance, support and guidance to center and area staff in assigned area;
• Serves as an advocate for parents and families with outside agencies; acts as a resource and provides and/or makes referrals for necessary services;
• Informs and educates parents and families about emotional, physical, health, social, educational and special needs of children;
• Develops community and family partnerships;
• Collaborates with other team members and program staff on the status and needs of children and their families;
• Conducts classroom observations to assess staff training needs in the areas of assigned responsibility and expertise;
• Models appropriate strategies for classroom staff, parents, center directors and other Head Start program staff;
• Interprets the Head Start Performance Standards for staff, parents and the community;
• Provides on-going staff development;
• Recruits families for the Head Start program as required by Performance Standards;
• May be assigned lead/supervisory responsibilities for a widely diverse team of technical and professional staff; performs various other administrative duties; and
• Mentors staff in the accreditation process.

Certification in pediatric first Aid, CPR must be met within 90 days of employment. Must meet and maintain state law and county licensing requirements regarding employment in a childcare center (fingerprints, TB, physical, immunizations). Must have a valid California driver's license.

Ability to:

Organize, set priorities and exercise sound independent judgment within areas of assigned responsibility; interpret, apply, explain and reach sound decisions in accordance with program regulations, policies and procedures; document child and family progress; instruct and educate individuals in a group setting and one-on-one; communicate effectively orally and in writing; prepare clear, concise and accurate reports, correspondence and other written materials; exercise tact, objectivity, sensitivity, strategy and judgment in dealing with volunteers, parents and staff.

Language Skills:

Ability to read, analyze and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals; ability to effectively present information and respond to questions from groups of managers, clients, customers, and the general public. Ability to speak a second language is desirable.

Mathematical Skills:

Ability to add, subtract, multiply, and divide in all units of measure, using whole numbers, common fractions, and decimals, ability to compute rate, ratio, and percent and to draw and interpret bar graphs.

Reasoning Ability:

Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists; ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form.

Physical and Mental Demands

The physical and mental demands described here are representative of those that must be met by employees to successfully perform the essential functions of this class. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Physical Demands:

Employee is required to sit, stand and walk; talk or hear, both in person and by telephone; use hands to finger, handle or feel operate standard office equipment; reach with hands and arms; and lift up to twenty (20) pounds. This job includes close vision and the ability to adjust focus.

Mental Demands

Required to use written and oral communication skills; read and interpret data; information and documents; analyze and solve problems; use math and mathematical reasoning; observe and interpret situations; learn and apply new information or skills; perform work on multiple, concurrent tasks and interact with program management, staff, volunteers, representatives of public agencies and community organizations and others encountered in the course of work.

Work Environment

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this class. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The employee regularly works in an office environment, and the noise level is typically quiet.