The Early Childhood Engagement Specialist will facilitate the achievement of early childhood students by developing and implementing a Comprehensive Early Childhood Engagement Program at the Early Literacy Center level, to ensure students successfully integrate behaviorally and academically into the school setting. The incumbent will serve as a campus-based departmental liaison who develops and facilitates relevant training and technical programming assistance for early childhood teachers and parents related to intervention strategies (positive behavior supports) within the school environment specifically for early childhood students. The incumbent will collaborate with District departments to input and harvest data from Skyward, provide behavior/crisis intervention and initiate direct classroom support.

Essential Duties and Responsibilities

Administrative

• Direct and coordinate a comprehensive Brain-Based program that includes identifying and strategically supporting early childhood students with working memory, cognitive development, and inhibitory control and when appropriate, refers child and family for further assessment and services
• Collaborate with teachers, instructional, and administrative staff to support positive teacher-child interactions and a classroom environment that promotes each child’s executive function skills and abilities
• Create and facilitate training for staff and/or families to build awareness and teach appropriate practices related to early childhood behaviors, developmental milestones, typical and atypical behavior, and overall child development. Attend annual professional development throughout the school year to build capacity in the teaching, modeling, and implementation of executive functions
• Provide technical assistance, classroom observations, and monitoring of teaching staff to facilitate the integration of the building blocks for emotional control, decision-making, flexibility, and age-appropriate conflict resolution activities within the curriculum and classroom spaces
• Support students, teachers, and/or campus administrators during behavior crises at the classroom level
• Perform classroom observations to collect student behavior data to inform the development/ implementation of executive function strategies and support teachers with strategy implementation
• Conduct interviews and documentation for crisis intervention to provide recommendations and/or to convey written support of information for the development/ implementation of behavioral intervention plans and/or make appropriate referrals to outside community agencies as needed
• Establish community partnerships with agencies to facilitate family and staff access to additional resources and services, as needed
• Assist families with developmental screening completion, identify, access, and navigate community services and systems, as needed
• Confer with parents and staff to develop recommendations and/or discuss educational activities and policies aligned to students' executive skills development along with academic concerns
• Track service referrals in the district student information system to ensure service documentation is inputted and updated at predictable intervals in alignment with program needs

• Research and maintain current information regarding area community services that support the healthy development and functioning of families
• Ensure program plans, systems, partnerships, and services support the social/emotional, mental, and behavioral health needs of children and families that meet the Early Childhood Performance Standards
• Prepare required monthly reports to be submitted to Campus Administrators and other Early Childhood Leadership Administrators to inform programmatic decisions

• None

• Bachelor's degree Bachelor's Degree in Social Work, Psychology, Counseling, or related field
• Master's degree Master's Degree in Early Childhood Education or related field preferred
• Qualified Mental Health Professionals (QMHPs) credential preferred
• Minimum of 3 years Experience working with young children with challenging behaviors and families; in early childhood settings and/or a Head Start Program
• Skilled in modeling/coaching appropriate and effective behavioral strategies
• Knowledge of the development and implementation of positive behavior intervention plans
• Proficiency in Microsoft Office including Excel, Word, PowerPoint and Outlook
• Demonstrated knowledge of best practices, related to the implementation of District initiatives for students with emotional and behavioral challenges
• Demonstrated knowledge of special education law, policies, and procedures
• Excellent verbal and written communication skills; ability to communicate complex ideas simply and succinctly
• Outstanding interpersonal and teamwork skills; ability to work collaboratively with internal and external stakeholders
• Strong organizational skills, including keen mindfulness and ease at managing competing demands and determining priorities independently
• Experience working in a fast-paced, environment; adaptable when managing multiple, shifting priorities; comfortable with ambiguity

• Work will be conducted in a variety of settings as indicated by the needs of the students. Frequent travel to various locations in the District is required. Assignments require the employee to work with identified students in school settings.