Education Site Manager

Job Description

Job Description

Bedford Stuyvesant Early Childhood Development Center ( BSECDC ) has been “ Rooted in the Community since 1966.” A federally funded Head Start program whose mission is to provide high quality, comprehensive early education and family engagement services to families and their children ages 2 to 5 years old. BSECDC embraces a holistic strength-based approach to meet the needs of our earliest learners and their families within the Bedford-Stuyvesant community.

 

JOB DESCRIPTION: EDUCATION SITE MANAGER

POSITION/JOB TITLE: Education Site Manager

STATUS: Full-Time/Exempt

REPORTS TO: Education Director

SALARY RANGE: $ 88,871.38

SUPERVISES: Center-Based Staff (Teaching Staff ; Family Assistant; XXXX)

 

JOB SUMMARY:

The Education Site Manager (ESM) manages the day-to-day operations of their assigned center and provides regular and ongoing leadership, oversight, and supervision to the center-based to ensure the delivery of high-quality, comprehensive services to children and families and continuous program improvement. The ESM ensures compliance with all federal, state, and local regulations, including the Head Start Program Performance Standards, the Head Start Act, the NYC Department of Health, and NYC Department of Education regulations, as well as all BSECDC policies and procedures. The ESM is responsible for collaborating with other BSECDC Management Team staff to coordinate services for children and families.

 

ESSENTIAL DUTIES AND RESPONSIBILITIES:

To support other sites, in the event other site managers need to be realived.

• Responsible for the day-to-day operations of the assigned center, including ensuring adequate staffing and compliance with group size and staff/child ratios at all times; providing classroom assistance, as needed;
• Maintain an up-to-date licensed facility by collaborating with Facilities staff to adhere to all NYC Department of Health regulations;
• Coordinate with the Education Director and Coaches to support the implementation of the program curricula to fidelity to promote children’s learning and development across all developmental domains outlined in the Head Start Early Learning Outcomes Framework and the curriculum;
• Ensure teachers implement responsive and effective teaching practices that demonstrate respect for children and provide opportunities for children to express themselves;
• Promote cultural competence and universal values of respect, compassion, and tolerance among staff and children by ensuring the curriculum implementation includes global education, multiculturalism, and peaceful classroom concepts; 
• Ensure all required child screenings and assessments are completed in a timely manner;
• Monitor and respond to child outcomes data;
• Coordinate with the Health and Disabilities Coordinator to ensure children with identified disabilities receive timely evaluations and appropriate services designed to address their needs individually; attend IEP/IFSP meetings, if needed;
• Participate in case management mental health meetings to improve outcomes for children and families;
• Establish professional relationships with parents based on trust to encourage communication with staff and positively engage families in understanding program requirements;
• Communicate effectively with parents with mutual respect and empathy while maintaining professional boundaries and adherence to BSECDC’s strict confidentiality policy; monitor teacher communication with families for the same;
• Collaborate with the Family Services Coordinator to ensure effective implementation of all ERSEA regulations and the Parent Engagement Plan;
• Provide leadership and supervision to the Family Assistant to ensure effective delivery of family partnership services and family engagement; monitor family goal setting and outcomes data.
• Provide support to the Family Assistant to facilitate open communication and problem-solving with parents/guardians and provide communication about center activities, center closings, parent meetings, children’s absences, transitions within and out of the program, including to kindergarten, and any other concerns or issues that may arise;
• Assist teachers with the planning and implementation of monthly Parent Class Meetings designed to reinforce parents’ understanding of child development and their role as their child’s primary teacher through mini-workshops, training, and at-home activities;
• Ensure teachers complete two parent-teacher conferences and two home visits for each child annually; provide assistance in preparing for and facilitating conferences and home visits when needed;
• Monitor indoor and outdoor learning areas daily to observe the implementation of the daily schedule; teacher-child interactions; teachers’ performance; child supervision; and safety practices;
• Monitor classrooms a minimum of monthly to ensure the physical environment is attractive with children’s work on display, warm, nurturing, clutter-free, and conducive to child-directed play, and all emergency procedures are posted conspicuously;
• Monitor family-style meal time and CACFP meal counts to ensure accurate data is reported for reimbursement;
• Provide ongoing staff supervision, training, and professional development to address staff’s professional development needs and ensure staff are able to implement all BSECDC policies and procedures, including that every classroom staff/volunteer is aware of the steps to take in an emergency and the “Lost Child” policy a minimum of three times each year;
• Support the use of technology and data management systems by staff to promote efficiency, reliability, and accuracy in data analysis and reporting;
• Provide each teaching staff member with a minimum of two reflective supervision meetings each year; hold monthly reflective supervision meetings with the Family Assistant
• Complete annual performance evaluations for all staff, including establishing and monitoring goals for performance improvement and/or professional development and corrective action plans, if needed;
• Participate in all Management Team Meetings and Education Team meetings, including internal School Readiness Committee meetings and external meetings at the Administration for Children and Families office and NYC Department of Education/UPK Division;
• Communicate all relevant information obtained at Management Team Meetings to staff in a timely manner, either through center staff meetings or other methods;
• Advocate for the needs of your children, staff, families, and site;
• Participate in the recruitment and hiring of new staff, as requested, including scheduling and participating in interviews;
• Participate in professional development opportunities, including training, workshops, and conferences;
• Display professionalism, mutual respect, and integrity towards other BSECDC staff members, families, and visitors at all times;
• Ensure complete, accurate, and timely completion of all required record-keeping, data collection, and analysis, documentation, and paperwork, including child files and reports to the Education Director, Executive Director, the Administration for Children’s Services, the NYC Department of Education and other parties as requested;
• In collaboration with the Management Team, use information from ongoing monitoring and the annual self-assessment to identify program needs and develop and implement plans for program improvement;
• Follow all applicable BSECDC policies and procedures, including the Standards of Conduct, to safeguard children from abuse, neglect, or exploitation while in the care of the Center.
• Implement fully all applicable federal, state, and local laws and regulations as cited in the Head Start Performance Standards, the Head Start Act, IDEA, IFSP, FERPA, ACYFIM, Department of Education, and the NYC Department of Health and Mental Health Licensing Code, Article 47 NAEYC.
• Perform other duties as assigned.

 

MINIMUM QUALIFICATIONS/EXPERIENCE:

• Master in Early Childhood Education with State Certification
• A minimum of two years of supervisory experience
• A minimum of two years of experience in the classroom as a teacher of a group of preschoolers.
• Certified Pre-K Classroom Assessment Scoring System (CLASS) Observer, 
• Education affiliations a plus

 

COMPETENCIES

• Excellent communication, verbal, reading, and writing skills, and cultural competency
• Ability to administer screenings, assessments
• Ability to assess the classroom environment using formal and informal observations, including the Early Childhood Environmental Rating Scale (ECERS)
• Ability to assess teacher/child interactions using the CLASS
• Ability to assess teachers’ dispositions toward children using daily observations
• Ability to communicate effectively with parents, staff, and colleagues
• Ability to establish positive relationships with teaching staff
• Ability to display through interactions with families, staff, and colleagues universal values of tolerance, mutual respect, and compassion

PHYSICAL REQUIREMENTS :

Must maintain on files an updated medical report with complete immunizations. Medical reports must ascertain that the individual is physically fit to work with young children.

 

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