Job Description

Job Description

Job Description

SUMMARY:

Educare Lincoln is a collaborative partnership between the Lincoln Public Schools, University of Nebraska - Lincoln, and the Buffett Early Childhood Fund. The mission of Educare Lincoln is to help young children thrive socially, emotionally, and academically through high-quality early childhood education, and in partnership with their families and the community.

The Mentor Teacher effectively facilitates and implements Educare of Lincoln’s Core Features and evidence-based instructional practices to continuously improve teaching methods with the aim of accelerating children’s learning, development, and school readiness outcomes. Mentor Teachers provide teacher leadership in the 1) design, delivery, and coordination of intensive professional development; 2) education program development; 3) facilitation of interdisciplinary collaboration; and 4) administrative support.

MAJOR RESPONSIBILITIES AND KEY TASKS:

Professional Development

• Team Lesson Planning – Schedule and protect time for regular collaboration among the teaching team to review data, reflect on children’s progress and teaching practices, and plan for interaction, instruction, and family engagement.
• Lesson Study – Facilitate or coordinate collaborative “lesson study” opportunities for teachers to unpack early learning and development standards, discuss children’s progress, examine practices, and together design innovative learning experiences.
• Reflective Practice Groups/Communities of Practice – Facilitate or coordinate reflective practice groups or communities of practice for teachers and university students to engage in shared reflection, inquiry, and professional learning.
• Coaching – Implement with classroom teachers and university students’ formal cycles of reflective-content-based coaching (planning conversation, observation, reflecting conversation) to support the transfer of knowledge and improvements into practice.
• Reflective Supervision - Provide Classroom Teachers and university students with reflective supervision to support, develop, and evaluate their performance through a process of inquiry that encourages their understanding and articulation of the rationale for their own practices.

Education Program Development

• Ensure that research-based, comprehensive curricula are in place, and that alignment of early learning standards, curricula/outcome goals, formative assessments, and instructional strategies.
• Ensure teacher-child interactions and instruction is responsive, intentional, and developmentally appropriate to ensure children are provided socially supportive, organized, and instructionally meaningful interactions to support their development (i.e., social-emotional, physical, cognitive, and language) and learning (i.e., literacy, math, science, technology, social studies, and arts).
• Use child screening, assessment, and progress data to inform lesson planning, individualization, and intensification of instruction in the areas of oral language, dual language, and literacy development and skills; social-emotional and self-regulation development and skills; and numeracy and problem-solving skills.
• Provide primary care-giving and ensure continuity of care.

Interdisciplinary Work and Collaboration

• Participate in the processes of continuous quality improvement and, in conjunction with the Local Evaluation Partner, ensure completion of child screenings and assessments and coordination of timely feedback to teaching teams.
• Collaborate with Family Support Team to engage and involve parents with the program, staff, and child development and learning.
• Participate in Family/Child Reviews (FCRs) and, in conjunction with the Family Support Supervisor, ensure FCR action plans are followed and progress monitored.
• Collaborate with the Health Coordinator and Community Action’s Health Services Administrator and Education Administrator to facilitate completion of Case Consultations and Special Education eligibility, planning, and implementation processes when warranted.
• Partner with Social-Emotional Learning Consultants, Family Support and Health staff, and other appropriate parties to facilitate teams of Education, Family Support, and other support staff to plan and implement targeted and intensive interventions for children displaying challenging behaviors.

Administrative/General Management

• Ensure all Educare Core Features, state and local licensing requirements, program policies and procedures, and other funder requirements are met.
• Monitor and ensure education plans and other required documentation for children and classrooms are completed.
• Participate in the development of program policies, service delivery plans, and ongoing monitoring of program quality.
• Ensure all assigned program area reports are completed and submitted on a timely basis.
• Ensure all confidential information is protected.
• Participate in recruitment efforts to help maintain full program enrollment.
• Coordinate with Human Resources to recruit and hire educational staff.
• Complete education staff performance appraisals.
• Provide input/recommendations and documentation related to corrective action, communicating such action to staff as appropriate.
• Complete and deliver performance reviews.
• Establish education staff schedules, including approval of time off requests, and coordinate placement of classroom substitutes and floaters as needed.
• Attend all required program, division, agency, and community meetings, trainings, and seminars.
• Work collaboratively with fellow staff to advance the missions of Educare and Community Action.
• Maintain professional knowledge by attending educational workshops, furthering job-related post-secondary education, and/or reviewing professional publications.

Other

• Participate in reflective supervision with primary supervisor.
• Perform other duties as assigned within the scope of the job description.

QUALIFICATIONS:

• Bachelor’s degree in Early Childhood Education, Child Development, Special Education, Education, or closely related field required.
• Master’s degree in Early Childhood Education, Education, or Educational Leadership preferred.
• NAEYC Accreditation, or a program similar in rigor, preferred.
• At least five years of experience working in center-based Early Childhood Programs, Early Head Start, or Head Start required.
• At least five years of experience working in Early Childhood Education or Elementary Education required.
• At least one year of experience supervising and facilitating the professional growth of adult employee(s) required.
• At least one year of elementary administration experience preferred.
• Must be able to pass a background check that meets compliance standards.

ESSENTIAL SKILLS / ABILITIES REQUIRED:

• Knowledge of curriculum, principles, and best practices of early childhood education and family engagement.
• Ability and willingness to remain abreast of developments in the child development/early childhood education field to enhance professional growth and development.
• Willingness to participate in Educare's commitment to continuously review, analyze and apply findings from local and national evaluations to current program design.
• Knowledge of state childcare licensing requirements.
• Knowledge of basic principles and practices of program management and staff supervision.
• Ability to lead an interdisciplinary team of professionals.
• Ability to utilize and provide reflective supervision.
• Ability to establish supportive relationships and form an alliance with staff and families from diverse backgrounds on behalf of children.
• Ability to effectively communicate, verbally and in writing, in a manner that demonstrates and fosters cooperation, respect, concern, and openness to change.
• Familiarity with various cultures and knowledge of community resources and services.
• Ability to take or think about the perspective of others and demonstrate self-awareness of one’s own culture, beliefs, and values.
• Organization skills with the ability to manage time and multiple priorities.
• Ability to collaboratively problem-solve.
• Maintain boundaries and perform all duties in an ethical and professional manner.
• Compliance with all confidentiality regulations as required.
• Ability to obtain First Aid and CPR certification.
• Ability to operate a computer and office equipment, including, but not limited to, a telephone, fax machine, and copier.

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