SITE SUPERVISOR

Job Description Career Opportunities with Neighborhood House Association About NHA: The Neighborhood House Association is a non‑profit organization. Head Start positions are funded in whole or in part by money provided through the State and Federal Government. Additionally, some Social Service Program positions may be funded in whole or in part through grant funds. Because positions and salaries may be funded through grants, and State and Federal funds ongoing employment will be contingent upon the continued receipt of these funds. Our EEO Policy: Neighborhood House Association is an equal opportunity employer (Minorities/Females/Disabled/Veterans). We recruit, employ, train, compensate, and promote without regard to race, religion, creed, color, national origin, age, gender, sexual orientation, marital status, disability, veteran status, or any other basis protected by applicable federal, state or local law. To read more about this, view the EEO is the Law poster and this EEO is the Law Poster Supplement. Eligible employees receive the following benefits: 15 Holidays Days Paid Vacation and Sick Leave Tuition Reimbursement up $2,500 2 Personal Days Group Medical, Dental and Vision Insurance Agency-Paid Life Insurance and Long-Term Disability Insurance Live Well Program 4 Paid Days Annual Bereavement (Note Total of 5 days of bereavement leave per loss) Health and Dependent Care Flexible Spending Account (FSAs) Voluntary Benefits: Life and AD&D Accident, Short-Term Disability, and Critical Illness Insurance Free Employee Assistance Program (EAP) **Medical and dental benefits are provided to regular employees who work a minimum of 30 hours per week.** LOCATION: POSITION PURPOSE: Under the supervision of the area director, supervises all aspects of day-to-day operations of a center-based program; adheres to the core values of the Agency and NAEYC Code of Ethical Conduct for Early Childhood Practitioners and Professional Practice, Performance Standards, required Head Start competencies, National Association of Social Workers Code of Ethics or other professional codes. EXAMPLES OF ESSENTIAL DUTIES: The duties listed below are intended only as illustrations of various types of work that may be performed. The omission of specific statements of duties does not exclude them from the position if the work is similar, related or a logical assignment to this position. Supervises all aspects of day-to-day operations of a center-based program; Supervises and leads a team of master teachers, teachers, associate teachers and teacher assistants; Plans, organizes, controls, integrates and evaluates the work of assigned staff; develops, implements and monitors work plans to achieve goals and objectives; Participates in the development of and monitors performance against the annual section budget; Supervises and participates in developing, implementing and evaluating plans, work processes, systems and procedures to achieve annual goals, objectives and work standards; Plans and evaluates the performance of staff; establishes performance requirements and personal development targets; Regularly monitors performance and provides coaching for performance improvement and development; Subject to the Vice President of Human Resources’ concurrence, takes disciplinary action to address performance deficiencies, in accordance with the Association’s personnel policies; Ensures that the classroom curriculum is developmentally appropriate and focuses on the needs of the individual child; Monitors classroom instruction and assists teachers in the acquisition of knowledge and skills for effectively delivering a developmentally appropriate curriculum; Reviews educational assessment plans for individual children and classroom lesson plans; Establishes and communicates program goals, objectives and strategies; Implements systems to ensure children’s attendance is accurately recorded and forwarded to the CEU for PROMIS input; Collaborates with multidisciplinary team members and community-based agencies and organizations to ensure delivery of needed services to children and families; Responsible for mainstreaming children with special needs; Monitors classroom instruction and assists teachers in the acquisition of knowledge and skills for effectively delivering a developmentally appropriate curriculum; Coordinates home visits; Develops and manages center budget; Initiates and maintains community partnerships and collaborations; Participates in developing and conducting the community assessment; Responsible for recruitment, application screening, and enrollment of center children, including children with disabilities; Provides assistance to families interested in becoming self-sufficient; Coordinates parent meetings and training; Ensures classroom child/adult ratio in compliance with state, local, and federal standards; Requisitions supplies and services to support center operations; Conducts staff meetings, convenes parent meetings, open house, and other community meetings as appropriate; Recruits families for the Head Start Program as required by Performance Standards; Assist in implementing weekly lesson plans, which integrate activities that are developmentally appropriate for preschool children; that reflect NHA Child Development Program and Head Start curriculum and philosophy, and comply with the Performance Standards Title 5 Education Code; Performs other related duties as assigned. DESIRED MINIMUM QUALIFICATIONS: Knowledge of: Principles and practices of supervision; Principles and practices of program administration, including budgeting; Fiscal management and knowledge of local, state, and federal regulations respective to areas of responsibility including but not limited to ERSEA procedures for support service staff and Performance Standards. Ability to: Exercise sound, independent judgment within general policy guidelines; Operate a computer, spreadsheet and database software applications, and operate other standard office equipment; Communicate clearly and concisely both orally and in writing with people of various educational, socio-economic, and cultural backgrounds. Training & Experience: The following are typical ways of obtaining the knowledge, skills, and abilities outlined above. Associate’s Degree in child development/early childhood education plus a site supervisor (or higher level) permit; plus six (6) units of administration, two (2) units of adult supervision, and must have two years classroom teaching experience with six (6) adult supervisory experience; or a BA degree w/12 units of ECE, three (3) units of supervised field experience in early childhood education setting, or teaching or administrative credential with 12 units of ECE, plus three (3) units supervised field experience plus site supervisor (or program director) permit and one year of classroom teaching experience coupled with adult supervisory experience. For Early Head Start: Must have successfully completed at least 3 semester units related to the care of infants and toddlers, and the above reference experience must be in an infant/toddler center. Language Skills: Ability to effectively present information and respond to questions from groups of managers, clients, customers, and the general public; d emonstrated skills in written and oral communication. 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. SPECIAL REQUIREMENTS, LICENSES, & CERTIFICATES: A valid California driver’s license and use of an automobile; certification in Pediatric First Aid and CPR must be met within 90 days of employment. Must meet and maintain state law and county licensing requirements regarding employment in a child care center (fingerprints, immunizations, TB, and physical). 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: While performing the duties of this class, an employee is regularly required to use hands to finger, handle, feel, or operate computers, objects, tools, or controls and reach with hands and arms, taste or smell. The employee occasionally is required to climb, stoop, kneel, or crouch. The employee frequently is required to talk or hear. The employee may be required to lift up to fifty (50) pounds. Specific vision abilities required by this job include close vision, distance vision, and the ability to adjust focus to view documents. Mental Demands: While performing the duties of this class, employees are regularly required to use written and oral communication skills; read and interpret data, information and documents; analyze and solve problems; use math and mathematical reasoning; learn and apply new skills and information; perform highly detailed work on multiple, concurrent tasks; establish and maintain effective working relationships with Association staff 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. Employee works under typical office conditions. The noise level varies from quiet (private office) to moderate business office with computers and printers, and light traffic. #J-18808-Ljbffr