Inclusion Coach

Responsibilities

The Inclusion Coach will provide consultation, coaching, mentoring, and technical assistance to Head Start staff to ensure the necessary modifications and accommodations for children experiencing developmental delays, disabilities, or concerns under Free and Appropriate Public Education (FAPE). Various strategies, including side‑by‑side coaching, co‑teaching, instructional planning, and reflective feedback, will be used with the teaching staff. The Inclusion Coach will collaborate with the Inclusion Coordinator to develop and revise policies, procedures, and service plans per agency policies, Head Start Program Performance Standards, National Association for the Education of Young Children Standards (NAEYC), and licensing Minimum Standards.

Traveling between Family Service sites is a requirement for this position.

• Healthcare and Human Services Environments:
  Ability to explain issues and advancements in the healthcare and human services industries.
• Achievement Orientation: A concern for surpassing a standard of excellence. The standard may be one's own past performance, an objective measure, outperforming others, challenging goals, or something that has not been done previously.
• Community Orientation:
  Ability to align one's own and the organization's priorities and assess and address community needs in an evidence‑based and holistic manner, one that addresses the social determinants of health through a trauma‑informed lens.
• Professionalism and Ethics:
  The demonstration of ethics and sound professional practices, as well as stimulation social accountability and community stewardship. The desire to act in a way that is consistent with one’s values and what one says is important.
• Interpersonal Understanding:
  Ability to understand other people as well as to accurately hear and understand the unspoken or partly expressed thoughts, feelings, and concerns of others. It measures increasing complexity and depth of understanding of others and includes cross‑cultural sensitivity through a trauma‑informed care lens.

To perform this job, one must be able to fulfill each essential performance requirement. The requirements listed below represent the training, experience, knowledge, and skills required for this job. Reasonable accommodations may be made to enable an individual with disabilities to perform the essential functions listed above.

• Bachelor’s degree in Early Childhood Education, Psychology, Social Work or related field required.
• Three years of experience teaching in an early childhood education program, and working with families preferred.