Early Childhood Education Coach / Inclusion Coach at Easterseals Southern California

Sierra Vista, Arizona, United States -

Full Time

Start Date

Immediate

Expiry Date

20 Feb, 26

Salary

0.0

Posted On

22 Nov, 25

Experience

2 year(s) or above

Remote Job

Yes

Telecommute

Yes

Sponsor Visa

Skills

Early Childhood Education, Inclusion Practices, Assessment, Collaboration, Training, Data Collection, Feedback, Professional Development, Communication, Cultural Sensitivity, Customer Service, Child Development, Special Education, Computer Proficiency

Industry

Non-profit Organizations

Description

Description Easterseals Blake Foundation started as the Cerebral Palsy Foundation of Southern Arizona. Since then, we have expanded our services to better serve our community members. We are now one of Arizona's top providers of comprehensive behavioral health services, child welfare, and services for individuals with intellectual and developmental disabilities. We serve more than 40,000 individuals and families across 10 counties and support more than 3,700 children in Foster Care throughout Southern Arizona. Are you ready to make profound, positive differences in people's lives every day? We offer our full-time employees the following benefits: Medical, Dental and Vision Flexible Spending Account and Dependent Flexible Spending Account Health Savings Account Voluntary Life insurance Voluntary Short-term Disability insurance Critical Illness insurance Accident insurance Employer paid life insurance, long-term disability insurance, and Employee Assistance Program The Inclusion Coach works with early childhood education staff to promote the successful inclusion of children with special needs into early education settings. Through the promotion of teaching practices that improve access, participation, and supports, the Inclusion Coach supports staff to ensure the full and effective participation of children with developmental concerns. Essential Duties and Responsibilities: Demonstrates an understanding of and implements all processes, policies, and procedures used in EBF coaching services as applicable. Guides the development of an individual classroom or center plan, which includes a goal-setting process developed through assessment, observation, and collaborative discussion. Assists ECE staff in identifying children in need of further evaluation and provides support to staff in communication with families about the need for further evaluation. Assists ECE staff with how to incorporate IFSP/IEP outcomes within the classroom daily routine and activities. Assists ECE staff with how to collaborate with the IFSP/IEP team to support the child’s growth and development. Meets regularly with program participants and quarterly with other technical assistance providers, including Quality First. Plans and implements training in a variety of areas based on best practice principles in adult learning and identified goals and objectives of improvement plan as needed. Utilizes training techniques that are interactive and offers participants an opportunity to reflect. Clearly completes all required data collection and documentation, including program applications, enrollment agreements, individual center plans, and coaching logs. Provides constructive, strengths-based feedback to colleagues, participants, and other technical assistance providers. Participates in the process of ongoing professional development and meetings. Maintains comprehensive communication among all contacts within the agency, members, and external agencies. Models professional standards and ethics in accordance with EBF Code of Conduct, Strategic Plan, Mission, and Vision. Performs other duties as assigned. Requirements Minimum Requirements: Bachelor’s degree in early childhood education, child development, early childhood special education, or related field with 2 years of experience in early intervention or early childhood special education, preferably in inclusive settings required. Bilingual (Spanish) preferred. Regulatory: Must be at least 21 years of age. Current, unrestricted AZ driver’s license with no more than two (2) minor moving violations or one (1) accident within the past three (3 years). Three (3) years of driving experience required. Must be able to pass a criminal background check. Ability to obtain and maintain an AZ DPS Level 1 fingerprint clearance card (employer provides). CPR and First Aid certification (Employer provides). Skills/Job Knowledge/Abilities: Able to establish and maintain a team atmosphere of communication and collaboration for all that reach out to the Department and program. Must be self-directed and be sensitive to cultural and linguistic diversity. Excellent customer service in stressful situations. Maintains a professional appearance, communications, and actions. Excellent interpersonal communication skills. Maintains established work schedule, is punctual, keeps appointments, is willing to adapt the schedule to meet unexpected needs and changes, and utilizes time effectively. Ability to recognize the need to maintain a dual focus on both relationships with participants and program activities, fostering an assets or strengths-based approach. Maintains awareness of current professional information in the fields of activity, undertakes regular and ongoing efforts to maintain competencies in the skills used, and incorporates new knowledge and skills on the job. Ability to accurately read, record, and interpret information, including assessments. Basic knowledge of child development, developmentally appropriate practice, positive guidance, and discipline, child-centered approaches, and management in early care and education settings. Knowledge of special education procedures and the special needs of young children with disabilities and their families. Possess a high level of computer proficiency. Working Conditions/Physical Requirements (with or without accommodation): Normal office environment with multiple interruptions in person and through computer and phone. Field position visiting different child care and home-care provider sites. Will work outside and inside environments, as needed. Interacts with employees and members of the public on a daily basis. High activity environment with children and parent interactions. May lift normal office equipment and materials up to 25lbs. Visual acuity to read information from computer screens, forms, and to assess the wellbeing of the children. Able to speak clearly in conversations and general communications. Hearing ability for communication in persona, phone, and/or other electronic methods. Manual dexterity for typing and writing. Able to stoop, squat, reach, pull, push, stretch, ascend and descend stairs, stand and sit for long periods of time. May be required to work additional hours or days depending on circumstances. Additional Information: This job description is not intended to be an exhaustive list of all possible duties, skills, job knowledge, responsibilities, and/or qualifications. EBF reserves the right to revise the job description or to assign other duties to this position. This job description is not intended to create a contract or property right to continued employment between the employee and EBF Easterseals Blake Foundation and Aviva are an Equal Employment Opportunity and Affirmative action employer that promotes a work environment of inclusion and diversity. We are committed to provide employment opportunities to all candidates based on their qualifications free of discrimination based on race, color, religion, national origin, sex (including pregnancy, sexual orientation or gender identity), age, disability, veteran status, genetic information, mental or physical disability, or any other characteristic protected by law. If you have any questions, require assistance or reasonable accommodations while seeking employment, please contact the Human Resource Department at HR@blake.easterseals.com or call 520-327-1529.

Responsibilities

The Inclusion Coach works with early childhood education staff to promote the successful inclusion of children with special needs into early education settings. They guide the development of individual classroom plans and assist staff in incorporating IFSP/IEP outcomes into daily routines.