The** Coach **works with assigned child development staff to expand on the individual’s skills, knowledge and practice.

ESSENTIAL DUTIES AND RESPONSIBILITIES

Coaching:

1. Assess education staff to identify strengths, areas of needed support, and which staff would benefit most from intensive coaching with support from Managers/Coordinators.

2. Provide opportunities for practice-based coaching for identified education staff, including opportunities to be observed and receive feedback and modeling of effective teacher practices directly related to program performance goals.

a. Provide coachees with one-on-one observations and mentoring based on tiers of need as outlined in the PBC model.

b. Ensure intensive coaching opportunities for the staff identified that align with the program’s school readiness goals, curricula, and other approaches to professional development.

c. Assures use of child data to inform lesson planning, individualization, and the intensification of instruction in the areas of oral language, dual language and literacy development and skills; social-emotional and self-regulation development and skills; and numeracy and problem-solving skills.

d. Implement formal cycles of reflective-content based Practice Based Coaching to support implementation of learning objectives of curricula: (planning conversation, observation, and reflecting conversation) to support the transfer of knowledge and improvements in daily practices.

3. Provide opportunities for education staff not identified for intensive coaching to receive other forms of research-based professional development aligned with program performance goals as able or assigned.

4. Utilize training and experience in adult learning and in using assessment data to drive coaching strategies aligned with program performance goals.

5. Provide ongoing communication between the coach and any relevant staff.

6. Partner with external early childhood education professional development experts as appropriate to meet the training needs of education staff, as appropriate.

7. Attend meetings, staff pre and in-service trainings, and other trainings as requested.

8. Support full implementation of the Agency’s designated research-based classroom curriculum and other adopted models that support curriculum implementation.

9. Document coaching activities and results of coaching.

10. Work with Teachers to provide support to coachees, as applicable.

11. Facilitate interdisciplinary work and collaboration among the education program/staff and other program areas/staff, including:

a. Through teacher-child interactions and instruction that is responsive, intentional and developmentally appropriate to ensure children are provided socially supportive, organized, and instructionally meaningful interactions to support their development (i.e. social-emotional, physical, cognitive and language) and learning (i.e. literacy, math, science, technology, social studies, and the arts)

b. When applicable, collaborate with Teachers and Supervisors to integrate developing a mutual learning partnership promoting shared responsibility and accountability. Coaches and Supervisors develop a shared plan for change that is meaningful and sustainable.

c. Assist with developmental screenings as assigned.

d. Offer resources and strategies to staff to enhance relationships, create appropriate environments, and support children’s individual learning.

Leadership & Teamwork

1. Builds cooperative goals and relationships of mutual trust.

2. Works in collaboration with Agency staff to facilitate a team environment.

3. Demonstrates effective communication skills in building relationships with all employees and clients.

4. Collaborates with all partner agencies to assure effective communication processes across agencies.

5. Adheres to Agency policies in the use of computer technology and all telecommunication devices.

6. Performs light housekeeping duties in classroom and building as necessary.

7. Shares monitoring of voice and email systems.

8. Follows Code of Conduct.

9. Promotes a culture of professionalism, collaboration, and continuous improvement. Structures routine contexts for individual and group-based professional development for teachers to work collaboratively to reflect on and examine practice, solve application challenges, manage conflict, and promotes continuous learning and improvement in professional practice and child outcomes. Indicators include:

a. Plans regular opportunities for group and individual practice-based reflection related to identified effective teaching practices.

b. Coordinates opportunities for teachers to unpack early learning and development standards, discuss children’s progress, examine practice and together design innovative learning experiences.

Safety and Wellness:

1. Actively promotes safety and accident prevention within the workplace.

2. Reports any unsafe conditions, incidents and/or accidents immediately.

Professional Growth and Development:

1. Maintains qualifications for this position as required by Head Start and state child care licensing regulations.

2. Attends professional development opportunities presented by Head Start or other professional organizations as appropriate.

3. Attends all regularly scheduled Head Start meetings, trainings and events including, but not limited to, team meetings, and WCAP staff days.

Non-Essential Duties and Responsibilities:

1. Performs additional duties as assigned.

A detailed job description is available on our website: www.waldocap.org. Please submit a completed WCAP employment application also available on our website to: Human Resources, WCAP, PO Box 130, Belfast, ME 04915. This position will remain open until a suitable applicant is found. WCAP is an Equal Opportunity Employer.