UNKNOWN

FEED

HOUR

Minimum of a high school diploma or equivalent with one of the following; Family Development Credential, Certificate in Human Services, Social Work, Family Services, Counseling or other comparable credential, or active enrollment in AA or BA degree program. Promote partnership and maintain relationships with families through ongoing frequent communication including but not limited to phone calls, group activity, home visits, informal contacts and classroom visits.

Action for Boston Community Development

Family Advocate

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Design and implements program practices responsive to the identified behavioral and mental health concerns of individual children or groups of children in consultation and coordination with teachers, center directors, education specialists, health specialist, disabilities specialist, and early interventionist as needed. The Mental Health Specialist works with all staff in an inter-disciplinary approach to support and enhance the mental health of all children and families with social-emotional difficulties in providing and or obtaining services.

Mental Health Specialist

Execute parenting trainings as indicated in the interests of the parents and their needs and in accordance with program family services curriculum, Ready Rosie; Establish and maintain complete child files for each enrolled child; Actively participate in professional development opportunities, including but not limited to: EEC StrongStart trainings, Family Service, ERSEA, and Office of Head Start; Adhere to Early Head Start Policies and Procedures; Maintain up-to-date CPR and First Aid training; and. The EHS CCP program partners with three of TCG's EEC state-licensed child care programs: Community Day Learning program at 20 Ballard Way, the Infant-Toddler Teen Parent program at LHS, and 15 Family Child Care providers throughout Lawrence and Methuen.

Community Day Charter Public School

Family Services Advocate

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YEAR

JOB KNOWLEDGE, SKILLS & ABILITIES: Thorough knowledge of infant through preschool special education as well as their social/emotional wellbeing and its relationship to child development; Demonstrated knowledge of typical and atypical development with ability to recognize the symptoms of a developmental issue; Ability to empathetically communicate understanding of emotional factors that influence parents of children who experience a disability; Demonstrate knowledge of developing plans for helping to encourage and support children in overcoming delays and possible barriers to learning; Demonstrate knowledge and sensitivity to the education and socioeconomic needs of the children and families served in Head Start; Familiarity with the Public School systems and thorough knowledge of the Chapter 71B referral and evaluation process; Familiarity with the Massachusetts Early Intervention System and thorough knowledge of the delivery of family centered services to infants and toddlers with disabilities or at risk for developmental delays; Ability to translate clinical evaluations into concrete goals and curriculum for infant/toddler and preschool classrooms; Ability to plan and implement in-service training sessions for staff with varying abilities and experience; Excellent verbal and written communication, as well as interpersonal skills; Ability to work cooperatively as a member of a team with other program staff and parents; Knowledge of neighborhoods served by programs and city-wide services relevant to the programs population; Proven ability to keep accurate written records and documentation; Possess bilingual ability where appropriate. Physical and Environmental Demands and Conditions The Intervention Support Specialist must have the capability to engage in physical activities to assist education staff in the classroom to support related educational activities, including without limitation, the capability to: Lift and move infant through pre-school age children; Supervise and monitor children when participating in classroom activities; Attend to the needs of children with disabilities, including physically and emotionally challenged children; Frequent significant decisions and problem solving abilities; Frequent traveling for evaluations, screenings and off site trainings; Regular kneeling, bending and sitting on the floor to attend to child's needs; Lift items based on program administration needs; Must be able to work independently without intensive supervision; Must be able to balance and prioritize work load and have strong time management skills.

Intervention Support Specialist

In partnership with teachers and assistant teachers, share feedback on the observed interests, skills, and abilities of assigned children for the purposes of completing developmental assessments, individualizing instruction, assessing and reporting on children's progress toward learning objectives, and providing timely referrals for services as needed. Working in a supportive role within the classroom, the Educator Trainee works alongside teaching staff to provide safe and nurturing learning environments, routines, and interactions that promote positive outcomes for young children and families.

Head Start Teacher Jobs in Boston, MA

Family Advocate Action for Boston Community Development

Mental Health Specialist Action for Boston Community Development

Family Services Advocate Community Day Charter Public School

Intervention Support Specialist Action for Boston Community Development

Educator Trainee Dimock Health Center

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