The Early Head Start (EHS) Coach provides support to classroom teachers and home visitors through observation, goal setting and reflective practices. The coach's goal is to enhance the services provided by our employees through one-on-one and/or small group coaching sessions to accomplish self-identified goals along with program activities. Provide training resources and technical assistance related to professional development and maintain records of training needs and outcomes. ESSENTIAL FUNCTIONS Observations Observes and assesses classroom environments to ensure each child's needs are met though culturally, developmentally and socially/emotionally appropriate strategies by classroom staff. Observes home visit experiences to ensure highest level of services are provided specifically to ensure that services are tailored to family needs and are responsive to families self-set goals. Conducts Parent Feedback calls to evaluate the quality of services provided to their family. Coaching/Mentoring Facilitates learning through a variety of delivery methods including Practice Based Coaching model to provide support to teachers and home visitors via classroom instruction, virtual training, and/or on-the-job coaching. Provides opportunities for staff to set goals, practice skills, promote leadership skills and provide positive and constructive feedback to facilitate professional development. Supports staff by providing resources and guidance for parents in all areas that support school readiness goals and parent engagement. Models best practices for staff when interacting with children and families. Identifies internal and external training programs to address competency gaps and partner with internal stakeholders regarding employee training needs, organize, develop or source training programs to meet specific training needs and develop training aids such as manuals and handbooks. Partners with subject matter experts regarding instructional design. Training, Assessment, & Tracking In partnership with staffs, evaluates and creates long-term career improvement plans. Conducts, analyzes and interprets observation tools and assessments to use for planning and feedback for improvement, both on an individual basis and as a program. Designs and applies assessment tools to measure training effectiveness. Provides feedback to program participants and management. Evaluates and makes recommendations on training material and methodology. Coordinates training plans for staff in collaboration with program coordinators, supervisors and leadership. Ensures required trainings are provided in accordance with the safety standards of Oregon Rules for Certified Child Care Centers and Head Start Performance Standards. Monitors, maintains, and tracks employee training requirements, needs and outcomes. Facilitates the enrollment of staff in the Oregon Registry Step System and generate certificates to update individual ORO accounts. Coordinates with RN therapeutic classroom supervisors and leadership for our enrollment in the Oregon's Quality Rating and Improvement System (QRIS) processes. Supports classroom supervisor in completing environmental assessments and teacher observations to make recommendations as part of the QRIS Plan. Other Related Activities Receives training and ongoing skill building in Together Learning and Collaborating (TLC) coaching model. Meets with supervisor regularly for reflective supervision, professional development, accountability, program improvement, and problem solving. Attends meetings, trainings and appropriate professional development activities Supports the work of Family Building Blocks volunteers and interns as an integral part of program services. Minimum Education & Experience: Bachelor's degree in early childhood education, child development, or a related field with additional infant/toddler training. Bilingual English / Spanish. Demonstrated experience working with adult learners utilizing adult instructional and learning theory and principles, instructional design, learning management systems and competency assessment as it applies to the theories and principles of child growth and development, early childhood education and family support. Two years of experience providing support or coordinating services for at-risk families while adhering to program policies and standards. At least one year of professional experience with home visiting and/or early childhood programs or working in a social service setting working with children and families. Possess excellent verbal, written and interpersonal communication skills. Possess strong organizational, time management, and recordkeeping skills. Ability to work effectively in a team environment and promoting positive, forward thinking, and a strength-based culture. Must be creative, flexible, able to juggle multiple priorities, exercise good judgment. Must maintain high degree of professionalism and sensitivity to confidentiality rights of families
