Mentor Coach, Infant and Toddler at Early Childhood Investment Corporation

Lansing, Michigan, United States -

Full Time

Start Date

Immediate

Expiry Date

04 Oct, 26

Salary

97735.0

Posted On

06 Jul, 26

Experience

5 year(s) or above

Remote Job

Yes

Telecommute

Yes

Sponsor Visa

Skills

Reflective Coaching, Practice-Based Coaching, Professional Development, Adult Learning, Project Organization, Time Management, Interpersonal Skills, Virtual Facilitation, Data Analysis, Relationship Building, Curriculum Development, Emotional Intelligence

Industry

Education Administration Programs

Description

Description Position Title: Mentor Coach, Infant and Toddler Network Location: Remote work based in Michigan with occasional travel within the state Schedule: Monday - Friday Salary Range: $79,965 - $97,735 Class: Exempt Position Summary: The Mentor Coach, Infant Toddler Network, supports the development, effectiveness, and continuous quality improvement of infant and toddler educators within the Great Start to Quality Resource Centers. This role provides reflective coaching, guidance, and professional support to coaches who work directly with infant and toddler educators, as well as related child care program leaders. The Mentor Coach implements Great Start to Quality’s Mentor Coaching framework through one-on-one coaching, regional communities of practice, reflective dialogue, and the application of Practice-Based Coaching principles and Michigan’s Coaching Competencies, once available. The Mentor Coach collaborates closely with ECIC’s coaching team and other ECIC colleagues to support professional development efforts, create and update coaching resources, and assist in the development, modification, and delivery of trainings, including Practice-Based Coaching training. This position works regionally and independently as part of ECIC’s Mentor Coaching Team, managing schedules, activities, deadlines, records, interactions, and coaching materials while ensuring mentor coaching deliverables are tracked, documented, and completed. Key Responsibilities: Provide reflective coaching, mentoring, and ongoing support to Quality Improvement Coaches serving licensed child care educators and related program leaders. Implement and contribute to the continuous improvement of the Great Start to Quality Mentor Coaching framework through communities of practice, one-on-one coaching meetings, and reflective dialogue. Apply Practice-Based Coaching principles and support the implementation of Michigan’s Coaching Competencies to strengthen coaching quality and professional growth. Collaborate with ECIC’s coaching team and cross-functional colleagues to develop, update, modify, and deliver coaching resources, trainings, and professional development opportunities. Independently manage coaching schedules, activities, documentation, records, materials, and deliverables to ensure accurate tracking, completion, and ongoing program support. Infant and Toddler Mentor Coaches will additionally support the implementation of the Michigan Infant and Toddler Model to guide coaching and regional Infant and Toddler Learning Community practices. Requirements Duties and Responsibilities: This list is intended to represent job related duties and should not be viewed as exhaustive. 75% – Program Development and Management: Demonstrate leadership and ongoing collaboration with Quality Improvement Coaches supporting educators in licensed child care settings. Implement and contribute to the continuous improvement of the Great Start to Quality mentor coaching framework, including, but not limited to: Co-facilitate a monthly community of practice for Quality Improvement Coaches. Hold monthly 1:1 meetings with Quality Improvement Coaches to support continuous quality improvement and progress toward coaches goals, e.g., child care educators and their related program leaders. Co-develop professional development resources for Quality Improvement Coaches. Align Mentor Coach activities to strengthen coaching competencies in Quality Improvement Coaches. Develop resources for Quality Improvement Coaches that are culturally responsive and accessible. Engage in ongoing professional development to build skills outlined in the Great Start to Quality Mentor Coaching framework and when available, Michigan’s Coaching Competencies. 15% – Program Coordination and Communication: Co-deliver professional development for Quality Improvement Coaches focused on Practice-Based Coaching and when available, Michigan’s Coaching Competencies. Assist in the communication efforts of these PD opportunities to Quality Improvement Coaches. Co-develop professional development opportunities to meet the emerging needs of coaches and grant-deliverables. Track deadlines, interpret information, and respond to inquiries related to mentor coaching activities. Work collaboratively with ECIC’s coaching team to support effective coaching implementation, address emerging challenges, and identify priorities for follow-up. Contribute to Quality Improvement Coaching guidelines, policies and procedures, as requested. Assist with publications, deliverables, and reports as requested by the Director of Great Start to Quality Partnerships. This position requires regular use of a personal vehicle to support professional development activities, trainings, and in-person meetings. 10% – Gather and Analyze Data: Coordinate data collection, entry, and management related to coaching activities as well as the evaluation of these efforts, including confidential data. Analyze and apply data to inform activities within the Mentor Coaching framework and to identify gaps in professional development opportunities for coaches. Maintain and organize electronic and written files related to Mentor Coaching activities in alignment with ECIC policies and procedures. Requirements, Knowledge, Skills, and Abilities: Master’s degree from an accredited institution in Child Development, Human Development and Family Sciences, Education, Early Childhood Education, Psychology, or related field required. Preferred: Three (3) to Five (5) years of experience in infant and toddler care, coaching, professional development, or related early childhood systems work. Five (5) to Seven (7) years of developing and delivering professional development for adult learners required. Experience as a coach for early childhood educators required. Training and experience in Practice-Based Coaching required. For Infant and Toddler Specific Coaches: Preferred: Three (3) to Five (5) years of experience in infant and toddler care, coaching, professional development, or related early childhood systems work. Self-motivated and reflective, with strong emotional intelligence and resilience. Experience working with licensed home and center-based child care educators and program directors. Demonstrated skills in project organization and time management. Demonstrated commitment to promoting and enhancing inclusion, belonging and diversity. Strong oral and written communication skills. Ability to work independently and manage competing priorities. Ability to effectively facilitate virtual meetings, trainings, and collaborative workspaces. Ability to collaborate effectively within a team environment, including the co-development and editing of materials, curriculum, and/or presentations. Exceptional interpersonal and relationship-building skills. Physical Requirements: Talking - Expressing or exchanging ideas by means of the spoken word to impart oral information to others accurately. (4-5 hours daily) Hearing - Perceiving the nature of sounds at normal speaking levels with or without correction. Ability to receive detailed information through oral communication, and to make the discriminations in sound. (4-5 hours daily) Walking - Moving about on foot to accomplish tasks, particularly for long distances or moving from one work site to another. (1-2 hours daily) Standing – In one position, particularly for sustained periods of time. (1-2 hours daily) Visual Acuity – Viewing objects with close visual acuity to perform an activity such as: preparing and analyzing data and figures; transcribing; viewing a computer terminal; and/or extensive reading. (5-6 hours daily) Office Setting - Sedentary work in which exerting up to 10 pounds of force is occasional and a negligible amount of force is frequently or constantly used to lift, carry, push, pull or otherwise move objects, including the human body. Sedentary work involves sitting most of the time. Work Location Remote work based in Michigan with occasional travel within the state or to other geographical areas for projects, ECIC meetings and to meet the needs of the organization.

Responsibilities

Provides reflective coaching and professional support to infant and toddler educators and quality improvement coaches. Manages the implementation of the Great Start to Quality Mentor Coaching framework and develops professional development resources.