20109 Early/Head Start Corona Center Based- Educational Coach

Summary The Coach is responsible for providing ongoing support and professional development to Head Start teaching staff by observing their classroom practices, offering feedback, modeling effective teaching strategies, and helping them implement curriculum to improve child outcomes and achieve school readiness goals, all while adhering to Head Start performance standards and best practices in early childhood education; essentially acting as a mentor to teachers to enhance their teaching skills and overall classroom quality Essential Functions: Classroom Observations: Regularly observing classrooms to assess teacher-child interactions, curriculum implementation, and overall learning environment using evidence-based tools Feedback and Coaching Sessions: Providing constructive feedback to teachers based on observations, identifying areas for improvement, and collaboratively developing action plans to address identified needs Modeling Effective Practices: Demonstrating high-quality teaching strategies through co-teaching or modeling activities to support teachers in implementing innovative approaches Professional Development: Facilitating workshops, training sessions, and professional learning communities to build staff capacity on key early childhood education topics Data Analysis and Goal Setting: Analyzing student data to identify areas of concern, set individualized goals for teachers, and track progress over time Collaboration with Staff: Building positive relationships with teachers, providing ongoing support, and fostering a collaborative environment to promote continuous improvement. Staying Updated: Keeping current with Head Start policies, early childhood development research, and best practices in the field. Perform other duties, as may be required. Supervisory Responsibilities: Manages the overall direction, coordination, and evaluation coaching implementation per regulatory requirements.

Minimum Qualifications

Early Childhood Education Degree: A bachelor's degree in early childhood education or a related field. Teaching Experience: Proven experience as a successful early childhood educator in a classroom setting. Coaching Skills: Familiarity with coaching methodologies like Practice-Based Coaching (PBC) and the ability to provide constructive feedback effectively Observation Skills: Strong observation skills to accurately assess classroom practices and teacher-child interactions Communication Skills: Excellent communication skills to build rapport with teachers, provide clear feedback, and facilitate open dialogue Cultural Competence: Understanding and respecting diverse cultural backgrounds of children and families. Proficiency in Microsoft Office products Ability to plan and carry out assignments independently. Ability to prioritize, adhere to timelines and multi-task Qualifications Preferred: Early Childhood Education Degree: A master's degree in early childhood education or a related field. Teaching Experience: Proven at least 2 years of experience as a successful early childhood educator in a classroom setting. CLASS Certification for Infant, Toddler, Preschool ECERS Certification for Infant, Toddler and Preschool Job Behavioral Expectations: Maintain regular consistent and professional attendance, punctuality, personal appearance, and adherence to relevant health & safety procedures. Safe and successful performance, including meeting productivity standards. Maintain an understanding of the principles, methods and processes needed to perform the job. Participate in staff meetings, in-service training, and professional development training. Demonstrates the ability to complete work in an acceptable manner by the time and/or date established with accuracy, neatness and thoroughness and minimal number of errors. Record keeping which includes the following: anecdotal records, health observations forms, screening and assessment forms, attendance records, accident/incident reports, parent/staff forms in accordance with federal, state, and local licensing requirements. Maintain established departmental policies and procedures including strict confidentiality and adherence to guidelines. Physical demands and work environment: The physical demands and work environment characteristics 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. Physical demands: While performing the duties of this job, the employee is occasionally required to walk, sit for extended periods of time; use hands to finger, handle, or feel objects, tools, or control; reach with hands and arms; balance; stoop; talk or hear. Employee must occasionally lift and/or move up to 20 pounds. Specific vision abilities required by the job include close vision, distance vision, color vision, peripheral vision, depth perception and the ability to adjust focus. Work environment: Work is performed in a classroom environment (indoor and outdoor) with normal heating and cooling.