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Summary: Under the direction of the Early Childhood Mentoring and Coaching Manager, the Early Childhood Peer Support Specialist/Mentor will be a part of the Trauma-Informed Care Continuum Program. This program is designed to integrate trauma-informed approaches throughout our Head Start and Early Head Start-CCP classrooms and our home-based EHS program.
1. Complete initial classroom observations when teacher practice, or child behavior concerns are identified.
2. Assist teachers in identifying specific goals/outcomes for their teaching practice and for specific children. Document action steps and timelines for teacher implementation of these steps. List all strategies recommended for improved teacher practice in teacher reflective supervision form and document strategies recommended for specific children in their TIER child profile.
3. Will provide ongoing support and develop strategies with the staff on how to best to deliver trauma-informed teaching practices
4. Assist teachers in understanding the importance of intentional teaching; collecting strong and meaningful child assessment data; and in using the agency’s early childhood curriculum and assessment tool to fidelity.
5. Assist teachers to understand how to develop meaningful lesson plans that individualizes teaching for all children; how to use their child assessment data to inform their curriculum development and how to use positive classroom management and trauma-informed practices/techniques to help children develop important problem solving skills in the classroom.
6. Support teachers to structure consistent environments, routines, transitions and interactions with children that contribute to positive social-emotional outcomes for children. Assist teachers in creating a safe, predictable and nurturing learning environment for all children.
7. Provide teachers with agency-approved positive behavior supports such as: visual cue cards; social stories; picture schedules; first-then posters; behavior incentive charts etc., training the teaching staff in the appropriate use of these strategies and in supporting the “pyramid model” and “IY Principles” of social emotional competencies for young children
8. Work interactively with teachers to develop and implement specific teaching strategies with “fidelity” to assist with teaching, classroom management and organization. Document teachers’ progress in implementing these strategies and inform supervisors of strategies recommended for follow through.
9. Assist teachers with incorporating IEP/TIP/EI goals and objectives into daily planning for identified children and for using My TS data to plan for all children in the classroom.
10. Focus on specific tasks, skills or techniques which can be mastered and measured and document progress made by each teacher as needed.
11. Will meet with the Teacher, TAs, and Child Development Supervisor to discuss ways to collaborate and maximize the provision of trauma-informed learning experiences.
12. Will support the Child Development Team in providing trauma-informed practices during classroom and/or center-wide parent and family engagement events.
13. Will meet with the Child Development Supervisor and Child Development Manager who oversee their site, and other key leadership as appropriate, to understand the strengths and needs of the overall center in providing trauma-informed practices.
14. Attend team meetings as requested by supervisor.
15. Will provide training on trauma-informed practices to the Child Development Team or develop learning materials for specific Child Development staff or classrooms.
16. Will support the Family Development team in providing trauma-informed educational parent-child activities during home visits and socialization groups.
17. Will support Child Development or other staff during home visits and participate in helping to create a Program-Wide Trauma-Informed Environment.
• Bachelors in Early Childhood Education or similar required, or a combination of education and experience the agency deems equivalent.
• Minimum 3-5 years’ experience as a lead teacher in a preschool classroom, infant classroom, or similar required.
• Prior knowledge of ECERS/ITERS/ CLASS/My TS; Trauma-Informed Care modality and teaching techniques, and the Incredible Years competences preferred.
• Experience mentoring Early Childhood teachers. History of working collaboratively with a child’s entire team including the family.
• Must have a good working knowledge of early education, Knowledge of early childhood quality rating systems, evidence-based curricula and child assessment strategies. Interest in expanding skills and observation strategies to support teacher practice.
• Must have a valid driver’s license, and car, and auto liability insurance.
• Under the general supervision from the Early Childhood Mentoring and Coaching Manager.
Children’s Friend is an Equal Employment Opportunity and Affirmative Action employer. We do not discriminate based upon race, religion, color, national origin, gender (including pregnancy, childbirth, or related medical conditions), sexual orientation, gender identity, gender expression, age, status as a protected veteran, status as an individual with a disability, or other applicable legally protected characteristics. If you need assistance or an accommodation due to a disability, you may contact us at firstname.lastname@example.org