Program Coach

Job Description

Job Description

JOB SUMMARY

Position Title: Program Coach

Program: Thrive to Five

Classification: Exempt/Full-Time

Location: This role will travel through Lancaster County classrooms depending upon children’s needs.

Program Coaches provide personalized support to staff, children and families in the areas of curriculum and social and emotional support within an Individualized Support Framework. Emphasis is placed on building self-regulation skills using evidence-based practices inclusive of Positive Behavior

Intervention and support. Additional coaching emphasis is placed on supporting staff, children, and

families in addressing classroom and individual child developmental needs in the areas of gross and fine

motor, language, cognitive, literacy, STEM, social studies, the arts, and English Language Acquisition skill.

DUTIES/RESPONSIBILITIES:

CURRICULUM SUPPORTS

• Develop and supports staff with the implementation of the program curriculum, including SEL curriculum, and professional development initiatives
• Develops and revises curriculum documents using PA Learning Standards for Early Childhood Ensuring curriculum alignment with Thrive to Five goals and kindergarten readiness criteria of local school partners
• Aligning assessments with instructional goals and standards and using assessment results to monitor progress and adjust instruction in literacy, mathematics, science, and social-emotional
• Provides targeted, non-evaluative coaching support in classrooms based on a coaching schedule that is established with teachers with a focus on the dimensions of the CLASS and shows respect in keeping scheduled appointments as well as being prepared for each meeting
• Set goals and action steps with staff and implement the Practice-Based Coaching framework to establish effective collaborative coaching partnerships
• Facilitate program training and professional development designed to increase content knowledge, pedagogy integration of literacy, social-emotional, mathematics, and science across the curriculum; embedded use of technology across the curriculum; and coaching that incorporates the mission of CAP, program evaluation outcomes and input from teachers and others
• Ensure the use of provided technology in the teaching-learning process, preparation of lesson plans, the documentation/assessment process, and communication of relevant information
• Assists the Coordinator of Personalized Supports and Curriculum Supervisor with reporting student progress to supervisors and teachers

SOCIAL-EMOTIONAL SUPPORTS

Supports teachers with the following:

• Implementing social-emotional and curriculum universal practices and effective classroom management
• Creating learning environments with high expectations for student achievement by communicating written teaching objectives and essential questions to students
• Establishing expectations and procedures to more effectively manage student behavior in classrooms
• Creating a physical space that is safe and accessible to all students, including those with special needs
• Creating developmentally appropriate and culturally sensitive lesson plans that align with the curriculum and reflect the needs of the students, including students with IEPs and Dual Language Learners
• Analyzing assessment results in individualization and differentiate instruction based on learning needs, styles, interests, and culture

Provides coaching, modeling, and training to assist teachers with the following:

• Effective use of assessment to monitor progress and provide feedback to students
• Implementing small group and differentiated instruction to meet the needs of students, including students with IEPs and Dual Language Learners
• Provides targeted, non-evaluative coaching support in classrooms based on a coaching schedule that is established with teachers with a focus on the dimensions of the CLASS and shows respect in keeping appointments scheduled as well as being prepared for each meeting
• Set goals and action steps with staff and implement the Practice-Based Coaching framework to establish effective collaborative coaching partnerships
• In collaboration with Early Learning Supervisors, provide coaching to staff in Thrive to 5 programming around PBIS Universal/Foundational practices
• Develop and support implementation of Positive Behavior Intervention Support Plans at the targeted and tertiary level of the Thrive to Five Approach to Social Emotional Development and Program-Wide Positive Behavior Intervention and Support Procedures (PW-PBIS) Mental Health system
• Ensures compliance in the area of mental health and supports PBIS implementation at assigned centers and program-wide
• Facilitate program training and professional development designed to increase content knowledge; pedagogy; the Mental Health system, Teaching Pyramid, PBIS practices, and Trauma-Informed practices throughout the calendar year.

DATA MANAGEMENT AND ASSESSMENT

• Enters and updates referral information into the COPA database
• Enters information pertaining to outside Mental Health services children receive into COPA
• Collects and manages Behavior Incident data collected from their respective centers, including entering data into the assigned behavioral database
• Produce reports on available platforms to help review and interpret collected data
• Applies research and data to improve the content, sequence, and outcomes of the teaching-learning process
• Conducts the Teaching Pyramid Observation Tool (TPOT) assessment in preschool rooms and the Teaching Pyramid Infant-Toddler Observation Scale (TPITOS) in infant and toddler rooms
• Shares TPOT and TPITOS results with classroom staff and Early Learning Supervisors
• Collaborate with Early Learning Supervisors to coach the TPOT and TPITOS
• Collaborate with Early Learning Supervisors to monitor and support the implementation of PBIS plans at the universal, targeted, and tertiary levels of the Behavioral Health system
• Monitors and evaluates effective planning using the CLASS (Classroom Assessment Scoring System) in all domains and the dimensions of the appropriate age group
• Asses Thrive to Five classrooms using the CLASS at a minimum annually
• Organizes meetings with other specialists, program coordinators, and teachers to disseminate information, collect input and share new research regarding current developments and practices
• Evaluates the effectiveness of teaching methods in achieving outcomes aligned with the goals of Thrive to Five using the CLASS tool
• Completes data entry to meet administrative and progress monitoring requirements
• Works with Social-Emotional Learning and Disabilities Specialist to track data to assess, monitor and report outcomes
• Collaborate with the directors, cabinet coordinators, supervisors, and specialists to use evaluative findings to examine curriculum and instruction effectiveness and fuel ongoing continuous quality improvement including professional development needs and coaching

AGENCY AND COMMUNITY COLLABORATIONS

• Participates in classroom Collaborative Case Management Conversation with Early Learning Supervisors, classroom staff, and Family Liaisons to identify families that would benefit from targeted behavior supports in the home
• Develops specific social/emotional behavioral plans for in-home use at the Universal, Targeted, and Tertiary levels as requested by families and completes Behavioral Home Visits to support home plans as requested or deemed necessary
• Assists in providing a welcoming environment for families by modeling enthusiasm and promoting parent/child activities
• Maintains parent/staff rapport and mutual confidence and trust with the classroom team
• Collaborate with itinerant teachers as needed to teach social-emotional skills
• Collaborate with Early Learning Supervisors, classroom staff, and Mental Health Consultants to make referrals to mental health community agencies
• Works to establish mutually respectful partnerships with local school systems to promote meaningful collaboration in the areas of teacher development, family engagement, and transition to kindergarten
• Participating in multi-disciplinary team meetings
• Coordinates meetings with relevant personnel and identifies resources to ensure children with disabilities and those that are Dual Language Learners can successfully participate in the curriculum

LEADERSHIP

• Meets expectations of the job and maintains an appropriate demeanor
• Prepares written correspondence and other forms of communication to document and disseminate relevant information to impacted parties
• Regularly pursues opportunities to learn best practices in teacher professional development through research and collaboration with other agencies
• Interpret statutes, regulations, and Head Start Program Performance Standards for team members and community
• Collaborates with and assists the Coordinator of Personalized Supports, Curriculum Supervisor, and Social-Emotional Learning and Disabilities Specialist with reports, grant applications and renewals, assessment processes, and continuous quality improvement initiatives
• Follows all Community Action Partnership/Thrive to Five policies and promotes the agency mission and values in one’s work and through interactions with others
• Works with colleagues in other CAP departments to address the needs of more than one department to efficiently use resources and to promote CAP’s values
• Participates in program pre-service, mandated and ongoing professional development identified by assessment, interest, and needs; develops own Professional Development Plan
• Works with staff to develop strategies to resolve interpersonal problems affecting program operation
• Attends necessary meetings
• Maintains mutual confidence and trust with center teams

*Performs other related duties as assigned.

EDUCATION/EXPERIENCE REQUIREMENTS

• Bachelor’s degree in Early Childhood Education, Early Intervention, or a related field with early childhood experience
• Two years of early childhood classroom experience
• Background in Positive Behavior Intervention and Support preferred
• Classroom coaching experience, Practice-Based Coaching model is preferred and experience using adult learning principles and training adults is advantageous

**Please see attached for full job description**

We value our team by uniting our employees with our mission. We offer a strong purpose with compassion for work-life balance. Below is a glimpse of our robust benefits offered:

• Sign-on Bonus, only available for external candidates
• Benefits: Medical, Dental & Vision Coverage / 403(b) Plan / Life Insurance / EAP Program
• Generous number of PTO Days banked annually
• Paid Parental Leave
• Tuition Reimbursement
• Employer- Assisted First Time Homebuyer Program

Equal Employment Opportunity

CAP provides equal employment opportunities to all qualified individuals without regard to race, gender, disability, ethnicity, religion, sexual orientation, age, citizenship, veterans status or genetic information.

Americans with Disabilities Act

Applicants as well as employees who are or become disabled must be able to perform the essential duties and responsibilities either unaided or with reasonable accommodation. The agency will determine reasonable accommodation on a case-by-case basis in accordance with applicable law.