PROGRAM ASSISTANT-INCLUSION COACH

POSITION PURPOSE:

Under the supervision of designated Head Start Coordinator(s), candidate will provide in-depth support to students with social-emotional and behavioral issues; implement comprehensive positive social-emotional and behavioral support plans and effective instructions; participate as a member of the Comprehensive Services and Quality Improvement team; and help design and implement all components of the student’s individual program.

Training and Experience:

A typical way of obtaining the knowledge, skills, and abilities outlined above is through attaining an Associate’s Degree in Child Development, Psychology, or a related field with 12 ECE credits; plus, a minimum of one (1) year of increasingly responsible experience working directly with infant through 5-year-old children which includes working with children with Special Needs. Bilingual in Spanish is highly desired.

SPECIAL REQUIREMENTS, LICENSES & CERTIFICATES:

A valid California driver’s license and use of an automobile; certification in pediatric first aid, CPR must be met within 90 days of employment. Must meet and maintain state law and county licensing requirements regarding employment in a childcare center (fingerprints, TB, physical, immunizations).Must provide proof of COVID-19 vaccination.

PHYSICAL AND MENTAL DEMANDS:

The physical and mental demands described here are representative of those that must be met by employees to successfully perform the essential functions of this class. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Physical Demands:

While performing the duties of this class, an employee is regularly required to sit, stand and walk; talk or hear, both in person and by telephone; use hands to operate, finger, handle or feel office equipment; reach with hands and arms; bend, kneel, grasp; and lift up to fifty (50) pounds. Specific vision abilities required by this job include close vision, distance vision, and the ability to adjust focus to view documents.

DESIRED MINIMUM QUALIFICATIONS:

        Knowledge of:

• Basic concepts of child growth and development and developmental behavior characteristics, particularly pertaining to students with individualized learning plans (IEP) and Individualized Family Service Plan (IFSP).
• Social-emotional and behavior management strategies and techniques relating to students experiencing difficulties with self-regulation.
• Positive social-emotional and behavioral interventions and applied behavioral analysis.
• Appropriate English usage, punctuation, spelling, and grammar.
• Routine record storage, retrieval, and management procedures.

        Ability to:

• Demonstrate an understanding, patient, and receptive attitude towards students with varied Individualized Education Plans (IEP) and Individualized Family Service Plan (IFSP).
• Establish and maintain cooperative working relationships with children and families.
• Implement positive social-emotional and behavior support plans
• Model appropriate social-emotional and behavioral interventions
• Learn to utilize a variety of instructional materials and procedures.
• Communicate effectively in oral and written form
• Perform routine clerical and operate office related equipment

The duties listed below are intended only as illustrations of various types of work that may be performed.  The omission of specific statement of duties does not exclude them from the position if the work is similar, related or a logical assignment to this position.

• Coach teacher(s) in implementing daily classroom activities ensuring inclusion of all children;
• Coach with personalized special services for children with disabilities (i.e. feeding assistance, toileting, diapering, urine bags, physically lifting and carrying the child, etc.);
• Coach staff in marking referrals for further evaluation or services;
• Discuss the progress of the child(ren) with supervisor and teacher(s) as needed;
• Coach teacher(s) in maintaining classroom management by interacting with all the children including children without Special Needs during the classroom routine;
• Participate in classroom activities including field trips and socializations;
• Lift, carry and ensure the safety of children as needed;
• Advocate, as appropriate, for the rights of the children with Special Needs and their families;
• Support staff in implementation of social-emotional and behavior management techniques as advised by designated Head Start Coordinator(s) or other professionals;
• Maintain and update assigned center files of children with Special Needs as required;
• Coach the teacher(s) in completing monthly observations and recording observations on appropriate record keeping forms;
• Work cooperatively with the Site Supervisor and all other staff to coordinate center responsibilities while on-site; assisting in the classroom or outdoors as needed;
• Be involved with meal times and provide necessary support if needed;
• Attend staff in-service, and other required meeting and trainings;
• Maintain and enhance professional competence through participation in professional organizations and other activities on a voluntary or assigned basis;
• Assume responsibility for parent involvement as appropriate;
• Attend not less than 15 hours of professional development per year. Such professional development shall be high-quality, sustained, intensive and classroom focused in order to have a positive and lasting impact on classroom instruction;
• Other duties as assigned by supervisor.