Intake Specialist

Eligible for a 5% bilingual differential for English and Spanish bilingual skills that meet department and/or community needs. Job Summary Supports Preschool for All (PFA) quality improvement efforts through the implementation of observation and assessment practices in early childhood settings. Conducts observations using research-based tools, analyzes data to support continuous quality improvement, and partners closely with coaching staff to inform reflective practice and goal setting. Serves as a trainer of trainers (TOT), building internal capacity by supporting CCR&R staff in developing understanding and effective use of observation and assessment tools. Essential Duties Conducts observations and assessments in PFA classrooms using quality improvement tools. Analyzes observation and assessment data and shares findings with assigned coaches so they can support reflective conversations, goal setting, and continuous quality improvement planning. Supports coaches and providers in interpreting data to inform classroom and program-level practices. Manages scheduling for observations and assessments, coordinating with providers to ensure timely implementation and responsive, clear communication. Serves as a Trainer of Trainers (TOT) for observation and assessment tools, providing training and support to CCR&R coaches to build internal capacity and consistency in practice. Maintains accurate and timely documentation of observation, assessments, and trainings. Participates in ongoing calibration and professional development to ensure accuracy and consistency, and maintains reliability in required observation and assessment tools. Works alongside management to understand emerging needs within the PFA community and support ongoing quality improvement efforts. Additional Duties Participates in professional development, communities of practice, and ongoing learning related to observation, assessment, and equity-centered practices. Supports system-wide alignment efforts related to quality standards, tools, and continuous improvement practices. Performs other duties as assigned. Minimum Qualifications Education: Bachelor’s degree in early childhood education, human development, child and family studies, social work, sociology, psychology, or a related field; OR Step 10 on the Oregon Registry with relevant coursework Experience/Training: Minimum (3) years of experience in early childhood education settings, including experience with classroom practice and program quality Minimum (2) years of experience conducting observations and/or assessments using quality improvement tools Bilingual in English and Spanish required, including strong verbal and written communication skills, with the ability to effectively engage with Spanish-speaking providers and professional partners Current driver’s license, insurance, and access to reliable automobile during work hours for transportation to off-campus sites. Must have at least three (3) years of driving history Experience incorporating equity, diversity, and inclusion into professional practice Equivalent combinations of education and experience may be considered on a year-for-year basis. Preferred Qualifications Experience with ACSES and/or Environmental Rating Scales (ERS) Experience facilitating adult learning or providing training to professionals Familiarity with LearnERS or other CQI frameworks Additional Requirements Must be able to enroll in the Oregon Central Background Registry prior to beginning employment and enrollment must be maintained throughout employment Possession of, or ability to obtain, an Oregon Registry Master Trainer Certification within one (1) year of hire Ability to obtain and maintain reliability in required assessment tools Must complete required Department of Early Learning and Care Self-Study Trainings within 30 days of hire Ability to travel throughout the county and attend occasional evening or weekend events Knowledge, Skills, and Abilities Knowledge of early childhood development and effective teaching practices Knowledge of quality assessment tools and continuous improvement systems Ability to analyze and interpret data to inform practice Ability to facilitate conversations grounded in data Ability to collaborate effectively with coaches and providers Strong organizational and time management skills Ability to work respectfully with diverse communities and center equity in practice Strong communication skills across written, verbal, and virtual formats Working Conditions Works in a variety of office, classroom, and community-based settings. Regular travel to early learning sites is required. Work may include occasional evenings or weekends based on training or program needs. This position may be eligible for remote work on a hybrid basis upon approval. Salary Placement Initial salary placement will be based on years of relevant full-time equivalent experience at the sole discretion of the College, per the guidelines in the Collective Bargaining Agreement and in accordance with all applicable state and federal laws. Please include all relevant full and part-time experience (including unpaid and volunteer experience) in your application that you want the College to review towards potential placement. Hired employees will not have an opportunity to update past experience or appeal initial placement after the time of hire. #J-18808-Ljbffr