1. Accountable for designing programming that meets community needs, and builds on strengths and resources according to community needs.
2. Plans, implements, and coordinates relevant services for the eligible infants, toddlers, preschool age children, and expectant mothers. This includes their geographic location, race, ethnicity, language(s) they speak, and could consist of children experiencing homelessness, children in foster care, and/or children with disabilities, including types of disabilities and relevant services and resources provided by other community agencies.
3. Designs systems to address the education, health, nutrition and social service needs of eligible children and their families, including prevalent social or economic factors that impact their well-being.
4. Determines structure for program options to meet the needs of children and families based on the community assessment.
5. Provides counsel, assistance, and support to the Executive Director in areas of the conversion of Head Start slots to Early Head Start and/or incorporating program options such as; Early Child Care Partnerships, Family Child Care Options, and Locally Designed variations. Reviews and assesses, with Executive Director, component activities, and interrelationships with other components; identifies possible solutions for problems and makes recommendations; interacts with other coordinators; coworkers, staff and parents.
6. Represents the program in the community by attending association meetings, First Things First regional counsel meetings, Department of Child Services, Health Care Networks, Family Resource Centers and various other meetings where key stakeholders convene for a common purpose of serving vulnerable children and families.
7. Contributes to and participates in strategic planning, program self-assessment, community assessment, and other efforts to improve program services and agency responsiveness to families.
8. Partners with administrative peers to set the direction for the program through collaboration, cooperation and consensus providing information and expertise to management team as requested or required.
9. Evaluates assessment, parent curriculum, monitoring, and other tools to determine their quality and appropriateness using outcome data and other program information in combination with research and Head Start and early childhood best practices, giving input and making recommendations to the Executive Director.
10. Coordinates and plans training/technical assistance, including working with Grantee counterparts and the Office of Head Start to develop effective delivery and evaluation systems.
11. Supervises Family Support Specialist Supervisors, and provides leadership, training and technical assistance to family services staff and home-based educators, their supervisors and managers, to promote delivery of high quality services to enrolled children and their families.
12. Provides a broad range of administrative and supervisory functions including finance and budgetary responsibilities, information systems integration, grievance/complaint resolution.
13. Maintains comprehensive communication with key stakeholders (internal and external) to improve and build systems that support programs goals and functional objectives.
14. Models professional standards and ethics in accordance with agency philosophy.
15. Demonstrates commitment to ongoing professional and personal development.
16. Supervises assigned staff in accordance with agency personnel practices including recruitment, training, guidance, performance evaluation and professional development.
17. Responsible for assisting the Volunteer Coordinator as needed in the recruitment, coordination, and onboarding of all college interns seeking to complete experiential learning coursework with WSHS/EHS.
18. Provides oversight and guidance for interns and volunteers assigned to the family services program.
Effective Family Engagement Practices
1. Emphasizes the recognition of parents as their children’s primary teachers and nurturers and implements intentional strategies to engage parents in their children’s learning and development by supporting parent-child relationships, including specific strategies for father/male engagement.
2. Develops programming that collaborates with families in a family partnership process that identifies needs, interests, strengths, goals, and services and resources that support family well-being, including family safety, health, and economic stability. Provides parents with opportunities to participate in the program as employees or volunteers.
3. Implements procedures for teachers, home visitors, and family support staff to share information with each other, as appropriate and consistent with the requirements of FERPA or IDEA to ensure coordinated family engagement strategies with children and families in the classroom, home and community.
4. Develops engagement strategies that are designed to foster parental confidence and skills in promoting children’s learning and development including but not limited to; dual language, literacy, and bi-literacy development, the importance of their children’s regular attendance, and for dual language learners, information and resources for parents about the benefits of bilingualism and bi-literacy.
5. Researches and leads the implementation of a research-based parenting curriculum that builds on parents’ knowledge and offers parents the opportunity to practice parenting skills to promote their children’s learning and development.
6. Designs systems to identify family strengths and needs through an intake and family assessment procedure to identify family strengths and needs related to the family engagement outcomes as described in the Head Start Parent Family and Community Engagement Framework, including family well-being, parent-child relationships, families as lifelong educators, families as learners, family engagement in transitions, family connections to peers and the local community, and families as advocates and leaders.
Community Partnerships and Coordination with other Early Childhood and Education programs
1. Establishes ongoing collaborative relationships and partnerships with community organizations such as establishing joint agreements, procedures, or contracts and arranging for onsite delivery of services as appropriate, to facilitate access to community services that are responsive to children’s and families’ needs, community needs and resources as determined by the community assessment.
2. Established necessary collaborative relationships and partnerships with community organizations that may include: health care providers, including child and adult mental health professionals, Medicaid managed care networks, dentists, nutritional services providers, providers of prenatal and postnatal support, substance abuse treatment providers, agencies that provide services to children with disabilities, family preservation and support services and child protective services and any other agency to which child abuse must be reported under state law, Temporary Assistance for Needy Families (TANF), workforce development and training programs, housing assistance providers, domestic violence prevention and other organizations or businesses that may provide support and resources to families.
3. Initiates an active role in promoting coordinated systems such as; Memorandums of Understanding to support coordination between Head Start and publicly funded preschool programs, Quality Rating and Improvement Systems (QIRS), and data systems sharing agreements.
Health, Nutrition & Safety Program Services
1. Oversees the development systems for the program to collaborate with parents as partners in the health and well-being of their children in a linguistically and culturally appropriate manner and communicate with parents about their child’s health needs and development concerns in a timely and effective manner.
2. Oversees the Health Services Advisory Committee that includes Head Start parents, professionals, and other volunteers from the community.
3. Oversees the designs of systems for ensuring the health status and care of all enrolled children ensuring that children are up-to-date on all age appropriate preventive and primary medical and oral health care as prescribed by the Early and Periodic Screening, Diagnosis, and Treatment (EPSDT) program within 90 calendar days after enrollment.
4. Ensures strong systems and monitoring protocols are established to facilitate further diagnostic testing, evaluation, treatment, and follow-up plan, as appropriate, by a licensed or certified professional for each child with a health problem or developmental delay, such as elevated lead levels or abnormal hearing or vision results that may affect children’s learning or behavior.
5. Oversees budget funds for the provision of diapers and formula for enrolled children as well as the use of program funds for professional medical and oral health services when no other source of funding is available.
6. Oversees the Design of systems to implement nutrition services that are culturally and developmentally appropriate, meet the nutritional needs of and accommodations for feeding requirements of each child, including children with special dietary needs and children with disabilities.
7. Administrates all facets of the USDA food services, overseeing procurement for food service, contracts development and utilizing the Child Adult Care Food Program (CACFP) for financial reimbursement.
8. Oversees that all children’s meals and snacks conform to USDA requirements and are high in nutrients.
9. Oversees the development of programming that collaborates with parents to promote children’s health and well-being by providing medical, oral, nutrition and mental health education support services that are understandable to individuals with low health literacy.
10. Oversees the creation of support services to assist parents’ navigation through health systems to meet the general health and specifically identified needs of their children and that assists; understanding how to access health insurance and understanding results of diagnostic and treatment procedures.
11. Establishes, designs staff training and through team efforts ensures practices that keep children safe at all times. Develops a system of management including ongoing training, oversight, correction and continuous improvement that includes policies and practices to ensure that all facilities, safety and hygiene practices are adequate to ensure child safety.
Eligibility, Recruitment, Selection, Enrollment and Attendance (ERSEA)
1. Determines policies on determining, verifying and documenting eligibility requirements of children and families seeking participation in the program and ensures that governing bodies, policy council, management, and staff who determine eligibility receive annual training on eligibility.
2. Oversees the policy development for implementing a recruitment process designed to actively inform all families with eligible children within the recruitment area of the availability of program services and encourage and assist them in applying for admission to the program.
3. Creates annual selection criteria that weigh the prioritization of selection of participants based on community needs identified in the community assessment. Ensures that 10% of its funded enrollment is filled by children eligible for services under IDEA.
4. Establishes policy to ensure that the program maintains its funded enrollment level at all times, filling a vacancy within 30 days.
5. Develops a strong process for ensuring that parents understand the importance of regular attendance in relation to their child’s learning and ensuring that the program’s monthly average daily attendance falls no less than 85%.
6. Determines strong policies, protocols and partnerships that help remove the barriers for children experiencing homelessness to attend classes regularly and, where possible, to utilize community resources to provide transportation for the child.
Education in Home-Based Services
1. Oversees the implementation and use of selected research-based curriculum to routinely deliver developmentally, linguistically, and culturally appropriate home visits and group socialization activities.
2. Ensures services and activities promote high quality early learning experiences in the home and support children’s cognitive, social, and emotional growth for later success in school.
1. In collaboration with the Education Administrator implements strategies and practices to support successful transitions for children and their families out of Early Head Start to Head Start or other appropriate and available early education and child development services that will best meet the needs of the child and family.
2. In tandem with the Education Administrator leads the collaboration between the program and local school districts and other educational agencies to implement strategies and activities for eligible children, their families, and the elementary schools that promote successful transitions to kindergarten.
3. Contributes to and supports the program’s efforts to provide effective transitions for families and children who move out of the community in which they are currently served, assisting the family to identify Early Head Start, Head Start or another early childhood program that meets their needs.
Establishing, Monitoring and Reporting Outcomes
1. Leads program planning, budget development and analysis of community trends.
2. Responsible for creating monitoring protocols for all family services, health, nutrition and ERSEA services to ensure superior outcomes and compliance with Head Start Performance Standards and Head Start procedures.
3. Identifies and documents outcomes in parent engagement for dissemination to participants and internal and external stakeholders.
4. Responsible for compiling reports for compliance with Head Start and Early Head Start and local regulation requirements and participates in a team approach in grant writing for the annual application to the Office of Head Start (OHS).
5. Develops comprehensive reports on goal attainment by reviewing end-of-month reporting, tabulating compliance and non-compliance observations, identifying trends, problem solving to remove barriers, convening staff and parent as needed for multi-disciplinary team meetings.
6. Analyzes and aggregates data and uses the information in decision making for designing program practices that engage families in their child’s learning.
7. Actively participates in and supports Performance Quality Improvement (PQI) initiatives to include attending appropriate program leadership meetings and attending all relevant PQI meetings to ensure organization-wide involvement in PQI and the development of program performance measurements.
8. Provides appropriate staff training and supports the recognition of accomplishments relative to PQI.
9. Promote ongoing commitment to excellence and continual quality improvement to ensure the highest quality of services to our staff and clients.
1. Master’s Degree in Social Work or another closely related discipline and two years of management/supervisory experience in a Head Start or Early Start program or other early childhood or educational setting.
2. Second language fluency (speaking, reading, writing) preferred (languages spoken within the program include but are not limited to the languages of Mexico and Latin America, the Middle East, Africa and Asia).
Required Competencies/Job Knowledge:
1. Considerable knowledge and understanding of early childhood education, Head Start Program Performance Standards, and the Head Start and Early Head Start Relationship-Based Competencies from the Administration of Children and Families, Health and Human Services agency and the Office of Head Start.
2. Understanding of managerial requirements of Head Start and Early Head Start program services and ability to apply that knowledge in areas inclusive of family engagement in children’s development and education service delivery.
3. Considerable knowledge and demonstrated competency in grant writing and the identification of supplemental funding opportunities.
4. Management, supervision, organization, operations and administration of educational and social services.
5. Considerable knowledge of applicable laws, regulations, statutes, and polices related to program.
6. Effective relationship management and interpersonal skills to develop and execute systems of effective communication to organize, direct, train, consult, inform, influence, and negotiate with staff, parents and other internal and external partners and stakeholders.
7. Detail orientation and analytical skills to maintain and interpret statistical program data.
8. Time management to effectively plan, prioritize and balance program needs against limited resources.
9. Diversity management with sensitivity to the cultural differences within the agency, program, and community.
10. Proficient in the use technical tools including Microsoft Office applications (Word and Outlook), management information systems including but not limited to Child Plus and/or other related MIS’s.
We Value Diversity!