Children’s Aid Early Childhood Division is founded on the belief that strong communities are built by children and families who have the access and skills and choice to create pathways to their success.
The site’s Education Director will ensure that all children reach developmentally appropriate milestones through the implementation of evidence-based curricula, individualized support and high quality learning environments. By leading the Educational Support at their site, the Education Director will focus on making sure that all the children and families will be ready to be successful in Kindergarten and in life, while ensuring that all Head Start Performance Standards and site-specific funding regulations are met or exceeded.
With the support of the Deputy Director of Early Childhood and Central EC Leadership Team, each Early Childhood Education Director is responsible for the following at his/her site:
Curriculum and Instruction
- Promote high-quality teaching and learning in the classroom through full implementation of CAS Early Childhood curriculum, assessment, policies/procedures and tools that lead to children’s school readiness.
- Develop and maintain a high-quality, safe and nurturing environment in which children develop trusting and accepting relationships with adults and peers that foster growth and development.
- Execute a developmentally appropriate and integrated curriculum which provides opportunities for children’s meaningful exploration.
- Work with teachers to implement the child assessment system reliably, including understanding child outcomes data and using them to plan and individualize.
Leadership & Governance
- Provide leadership and supervision for all teaching staff. Directly supervise Lead Teacher’s, Assistant Teacher’s and Teacher’s Aide’s. Leadership may be provided through the following: supporting teachers with lesson plans and curriculum implementation, scheduling in-service training, providing staff development workshops and holding parent meetings related to educational supports.
- Observe, coach and work with teachers to implement program curriculum with fidelity.
- Meet regularly with staff and parents.
- Build and foster trusting partnerships with families; serve as a role model for these types of relationships for staff.
- Facilitate meetings with families when there are outstanding developmental or behavioral needs with children.
Record Maintenance, Screening and Assessment
- Monitor and review developmental screens to ensure all are completed within 45 days of a child’s first day of service with the program, and make recommendations for re-screen, referral, and individualized planning
- Monitor child observations through an on-line database.
- Observe students as part of the internal referral process to determine interim plans and service referral needs
- Utilize the Internal Referral form to document interim plans and to request for central office support
- Continuously review and update COPA as applicable
Program Design, Management and Supervision
- Coordinate programmatic supports for all children with an IEP/IFSP and those children with suspected disabilities
- Responsibly manage training and classroom supply budgets
- Collaborate with the Program Director and Central Support staff in planning, coordinating, and implementing a wide range of diverse, applicable, and creative professional development opportunities for all staff.
- Participate in all agency offered trainings, workshops, in-service days, and/or all-staff conferences.
- Including becoming Pre-K CLASS certified within one year of on-boarding, and Infant/Toddler certification as applicable to program. Maintain CLASS certification annually.
- Maintain certification requirements and proof of attendance in professional activities.
- Support the growth of the center including participating in program-wide goal setting and individual and program self-assessment.
- Participate in all DOHMH Required Trainings.
- Maintain active membership with Aspire and “Registered” status with TEACH Account, both linked to CA.
Health and Safety
· Adhere to all state and city licensing requirements, teacher child/ratios, CPR/first aid certification, Child Abuse Mandate, Infectious Control and Mental Health First Aid.
- Maintain a safe and healthy environment for children, families and staff.
- Must have at least one of the following New York State Teaching Certifications: Early Childhood (Birth - Grade 2); Nursery, Kindergarten and Grades 1-6; Prekindergarten - Grade 6 certification; or Students with Disabilities (Birth - Grade 2); if the Certification is Initial and not Permanent, a Study Plan will be set-up at point of hire with a timeline towards obtaining Permanent Certification
- BA required, Master’s preferred. Degree(s) must be in a specific field of Education (Early Childhood, Elementary, Special Education, etc.)
- Must have 2-5 years of teaching experience
- Must hold Pre-K CLASS ”Reliability” Certificate or obtain “Reliability” within 1 year of employment
- 1-2 years of supervisory experience preferred
- Bilingual preferred
- At least 2 year’s experience working with infants, toddlers, preschoolers and children with Special Needs
- Strong administrative skills are required
- Excellent communication and computer skills
- Excellent organizational and time management skills
- Commitment to professional development for themselves and their staff
- Obtain certifications in CPR, First Aid and Mental Health and pass all background clearances
A review and final determination of credentials and qualifications are reserved for the Central EC Leadership Team.