Head Start: Behavior and Student Support Coach - Drager Early Education Center

ESSENTIAL DUTIES AND RESPONSIBILITIES: Must have regular, reliable and punctual attendance. Develops and maintains positive, supportive relationships with education staff for the purpose of supporting staff growth through the mentoring process. Develops and maintains schedules for observation for the purpose of determining training needs. Works directly with children who exhibit persistent behaviors to gather data and develop strategies to reduce and/or eliminate challenges within the classroom. Utilizes Pyramid Model components for the purpose of assessing needs, engaging in focused observations, and providing reflection and feedback in order to set goals and develop action plans. Assists with the delivery of comprehensive behavioral management and support services for children and staff. This includes but is not limited to supporting the implementation of Tier 1 (Universal) classroom interventions and directly implementing Tier 2 (Targeted) and Tier 3 (Intensive) interventions. Provides constructive feedback and support for the purpose of increasing education staff confidence and competence. This may include modeling, co-teaching, observing, providing reading materials or other resources as needed. Provides follow up support to staff following any form of training for the purpose of increasing implementation of information and transfer of skill into practice. Gathers and records information about staff's implementation of practices described in goals/actions plans for the purpose of summarizing and displaying data. Participates in Early Learning Support Team to analyze individual child data to help develop a child action plan for teaching staff to implement in the classroom. Completes monthly monitoring reports for assigned visits and submits them according to timelines for the purpose of meeting program requirements for tracking and monitoring. Participates in initial and on-going professional development for the purpose of providing effective expertise and practices that support child development. Support School Readiness Goals and Program Goals. Collaborates with Mental Health and Disabilities Coordinator to support early learning staff in providing interventions in the classroom to program children. Participates in the Pyramid Model Lead Team and provides support for the implementation for the Pyramid Model Framework. Coordinate required data collection and prepare reports to stakeholders. Attend meetings and program functions, as assigned. Maintains positive relationships with staff, parents, program volunteers, and outside agencies. Develops and maintains working relationships with peers to promote a positive work culture. Participate in and provide support for the recruitment of eligible children and families to ensure continuous full enrollment. Actively assist the program in reaching non-federal share/match (in kind) goals, in accordance with federal guidelines Maintains confidentiality. Follows all Program, Board, and Policy Council policies, procedures, state laws and regulations, Head Start Performance Standards, and Michigan Child Care Licensing rules. Provides support to other positions as required. Performs other duties assigned. SUPERVISORY RESPONSIBILITIES None. REQUIRED EDUCATION and EXPERIENCE Bachelor in Early Childhood Education or related field. At least five years of relevant experience in early childhood education, including working with young children in a group setting. Experience in social emotional curriculum and tiered intervention programming. Two years' experience working with at risk and diverse populations Experience using Creative Curriculum and/or Head Start experience Experience with adult learners is preferred. ORGANIZATIONAL CULTURE EXPECTATIONS Demonstrate the values and competencies of Professional Communication, Growth, Respect, Positive Relationships, and Accountability. Maintain a motivated and positive attitude. Support and inclusive work environment. Ability to successfully collaborate and work as a member of an interdisciplinary team. Actively seek professional and self-development. Maintain an appropriate level of confidentiality in all areas dealing with sensitive, protected, and confidential information.

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. MATHEMATICAL SKILLS Ability to calculate figures and amounts such as discounts, interest, commissions, percentages. Ability to apply concepts of basic algebra and geometry. 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.

OTHER SKILLS and ABILITIES: Ability to apply knowledge of current research and theory in specific fields. Ability to establish and maintain effective working relationships with students, staff and the community. Ability to communicate clearly and concisely both in oral and written form. Ability to perform duties with awareness of all district requirements and Board of Education policies. Knowledge, skill and ability in the use of e-mail, internet, PowerPoint, spreadsheets and word-processing. PHYSICAL DEMANDS The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is frequently required to walk, sit, and talk or hear. The employee is occasionally required to stand and reach with hands and arms. The employee must occasionally lift and/or move up to 40 pounds. Specific vision abilities required by this job include close vision, distance vision, depth perception, and the ability to adjust focus. The employee is continuously required to interact with the public, frequently must work irregular or extended hours, is directly responsible for the safety-well-being and work output of others and must meet multiple demands from several people. The employee drives while performing the duties of this job. The employee is continuously required to interact with, children and families which will call for them to participate in physical activities i.e. jumping, hopping, moving to music, singing, etc. WORK ENVIRONMENT The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Requires ability to complete responsibilities which may include climbing multiple flights of stairs and functioning without air conditioning. The noise level in the work environment is usually moderate. EQUAL OPPORTUNITY EMPLOYER Adrian Public Schools is an Equal Opportunity Employer and prohibits discrimination in its policies, employment practices and programs on the basis of race, color, creed, religion, age, height, weight, marital or familial status, gender, disability, or national origin.