Texas Rising Star; TRS Mentor

Job Overview

The TRS Mentor is responsible for implementing child care quality services and activities, with a primary focus on providing technical assistance and mentoring to Texas Rising Star providers and those interested in joining the program. The position includes assisting in the identification of priorities and standards for achieving desired outcomes related to child care quality programming. The Mentor will maintain knowledge of quality care standards, early childhood development best practices, and relevant laws and regulations at the federal, state, and local levels.

The role requires coordination with internal work units and external organizations, working with minimal supervision and exercising initiative and independent judgment.

• Conduct on-site visits to provide mentoring and technical assistance to current and potential Texas Rising Star providers, assisting in the improvement and maintenance of quality standards.
• Assist in implementing quality initiatives, including collaboration with external partners and evaluating the effectiveness of activities.
• Provide individual and group technical assistance to child care providers, including conducting group sessions or one-on-one visits.
• Support the implementation of child care quality program activities, ensuring compliance with best practices and quality standards in early childhood education.
• Stay informed on current research, best practices, and effective strategies for assessing and improving early childhood programs.
• Maintain knowledge of local, state, and federal regulations, ensuring that child care quality initiatives comply with all applicable laws and guidelines.

• Texas Rising Star Mentor Staff must participate in the Mentor Micro-Credentialing and Assessment Training and Certification Program Modules, within the time frames prescribed by the Texas Workforce Commission.
• This job description is intended to identify the essential functions of a position and should not be interpreted as all-inclusive. Other duties may be assigned as necessary.
• Must have a valid driver's license, agree to maintain satisfactory MVR, and minimum insurability required by law, or available alternative means of transportation.
• Must successfully pass a criminal background check and fingerprinting (if required) by Texas Child Care Licensing and Texas Rising Star guidelines.

• Bachelor’s degree from an accredited four‑year college or university in Early Childhood Education, Child Development, Special Education, Child Psychology, Educational Psychology, Elementary Education, or Family and Consumer Science, with a minimum of one year of full‑time early childhood classroom experience in a child care facility, Early Head Start, Head Start, or Pre‑Kindergarten through third‑grade program. Transcripts required.
• Bachelor’s degree from an accredited four‑year college or university with at least 18 credit hours in Early Childhood Education, Child Development, Special Education, Child Psychology, Educational Psychology, Elementary Education, or Family and Consumer Science, with at least 12 credit hours in Child Development, and a minimum of one year of full‑time early childhood classroom experience in a child care facility, Early Head Start, Head Start, or Pre‑Kindergarten through third‑grade program.
• Associate’s degree in Early Childhood Education, Child Development, Special Education, Child Psychology, Educational Psychology, Elementary Education, or Family and Consumer Science, and two years of full‑time experience in Early Childhood Education. Experience includes working in a child care and early learning program, providing early childhood coaching or mentoring, owning or operating a child care and early learning program, or teaching college coursework in early childhood.

• Knowledge of developmentally appropriate practices for children ages birth through 12 years and the ability to mentor and impart practical knowledge to caregivers.
• Experience in observation, evaluation, and assessment of early childhood programs, including familiarity with research‑based early childhood assessment…