Early Childhood Education Specialist

Job Description

Job Description

Department: Early Care and Education

Reports to: ECEI Director

About CHCF:

CHCF Vision: A future where Latino children, youth, and families have equitable access to opportunities to succeed, are empowered to realize their full potential and are affirmed in their culture.

CHCF Mission: CHCF combines education, capacity-building, and advocacy to strengthen the support system and the continuum of learning for children and youth.

Program Statements:
In order to thrive, children and youth need high-quality holistic support from their family, care environment, school and community. To this end, CHCF offers programs and services in the following areas:

• The Early Care and Education Institute (ECEI) provides culturally-informed, bilingual professional development to Family Child Care educators, to strengthen the quality of early care and learning to children in New York City.
• CHCF provides culturally-informed, community based academic and enrichment programs in elementary, middle and high schools in New York City to strengthen the support systems, and empower students, for school success.
• CHCF advocates for improved policies and legislation around access to education from birth to adulthood, heightened public awareness of the social and institutional frameworks that hinder opportunity for Latino communities, and the empowerment of these communities to directly mobilize for change.

CHCF’s Early Care and Education Intended Impact Statement:

To develop Family Child Care (FCC) educators who are committed to continuous quality improvement and who are informed advocates and business owners who consistently provide high quality, culturally-responsive early education and learning to children.

ECEI Focus Areas for Training, Coaching and Technical Assistance:

• Child Growth and Development
• Environment and Curriculum
• Relationships
• Business Administration and Management

The Early Childhood Education Specialist will work in collaboration with a team of specialists to manage a caseload. Must coordinate training and technical assistance to Home-based Child Care Providers in the 5 boroughs.

• In accordance with NYSAEYC’s Coaching Competencies, uses positive interpersonal skills to develop a respectful and responsive relationship with each provider
• Demonstrates respect for an interest in the individual abilities of each provider
• Partners with providers to identify learning and communicating styles and preferences
• Demonstrates feelings of care and empathy that are strengths-based and focused on positive changes when working with providers
• Demonstrates cultural competence and understands its relevance to the coaching relationship (i.e., employs practices that are gender-neutral, racially and ethnically inclusive, etc.)
• Demonstrates appreciation for the provider’s perspective, even when it is different from one’s own
• Remains focused on the provider’s needs when disagreements or conflicts surface

• Completes initial, midpoint, and final assessments with a total of 15 caseload providers using evidence-based tools (FCCERS-3, CLASS, etc.) in line with CHCF and ECEI’s intended outcomes
• Partners with each caseload provider to create an individualized coaching plan based on a combination of sector best practices, assessment results, and provider self-diagnosed needs
• Facilitates bimonthly, intensive site visits (2-4 hours each) with each of the 15 providers within caseload (visits will correspond to the provider’s coaching plan, and will center around domains of quality development)
• Coordinates additional quality improvement services and resources for caseload providers as needed
• Evaluates provider progress through consistent documentation (case notes, informal assessment, photos, work products, phone calls, visit logs) to be shared with the Coaching Coordinator and Director for ECEI

• Bring some content knowledge/formal learning in at least one of ECEI’s four content areas, with the goal of developing expertise in one content area and working knowledge in all four (through a combination of in-office learning and