Jobs/Roles in the ECE Community: National/Federal Level

Organizations/ Agencies

National Association for the Education of Young Children
www.naeyc.org
“Professional organization which promotes excellence in early childhood education.” NAEYC is the nation’s leading voice for high-quality early childhood from birth through age 8.” (National Association for the Education of Young Children) I chose this agency because of its familiarity. Most educators and early childhood professionals use the NAEYC as a community of practice for resources for children and families.
National Child Care Association
www.nccanet.org
"The Mission of National Child Care Association is to promote the growth and safeguard the interest of quality early childhood care and education focusing on Every day more regulations and legislation threatens our ability to provide quality early care and education services to children of working parents and to those parents seeking developmentally appropriate and safe experiences for their children. The National Child Care Association is the only voice you have to insure regulations and legislation are put forward for the benefits of children and their parents that preserves the current mixed delivery system of providers,” (National Child Care Association) I made this choice because I want to know more about the organization. My online search revealed little information. You have to become a member to view the information the membership fee for individuals is $25 so I want to look more into it before I make that decision.
Agency
“SERC is a nonprofit agency primarily funded by the Connecticut State Department of Education. SERC provides professional development and information dissemination in the latest research and best practices to educators, service providers, and families throughout the state, as well as job-embedded technical assistance and training within schools, programs, and districts. “
“SERC, formerly known as the Special Education Resource Center, became the State Education Resource Center according to a change in state statutes. The agency continues to maintain the Special Education Resource Center in addition to its broader responsibilities, including early childhood education and school improvement. “
Early Childhood - Community of Practice
“SERC, in operation since 1969 through funding primarily from the Connecticut State Department of Education, is known for providing high-quality, research-based professional development to educators, service providers, families, and community members as part of its commitment to improve the achievement of Connecticut's children and youth. SERC provides professional development through both statewide programming activities or, increasingly, through on-site, job-embedded learning opportunities in Connecticut public schools and programs.”
“Over the years, SERC has offered initiatives that support the achievement of all learners, with the belief that programs are most effective when general education and special education do not function as separate systems, but are united. The change in name appropriately reflects the broad services and programs that SERC has been offering for many years in areas important to both general and special education.
“The SERC Library offers a comprehensive collection of resources for educators and parents, including tests, sample BEST portfolios, online journals, a DVD and video collection, CD-ROM programs, young people's disability awareness literature, and reference and research materials. Browse circulating materials online using the Library's searchable catalog at www.ctserc.org/library.”
‘SERC hosts a variety of annual conferences and professional development covering a wide range of topics of interest to Connecticut's educators and the students and families they serve.” I chose to look at this agency because of its offers information to teachers and families. Give a child a good education is important and having well trained and well educated teachers and other early childhood professionals mean well educated students. The information available allows schools to reach goals and maintain a good student/teacher and teacher parent relationship. Their mission is to provide “equity, excellence. education.”
Jobs
Director of Education and Staff Development

Job Code: 3225
City: King of Prussia
State/Territory: US-PA

________________________________________
Description
Seasons Hospice & Palliative Care is seeking a Director of Education and Staff Development (RN) to join our team of professionals. We make a difference every day to patients and families coping with end of life illness in creating a center of excellence in hospice care.
This leadership position is responsible for assessing, trending and driving all site orientation, education and competency validation activities. Coordinating with local and national leadership ensures regulatory compliance and positive patient care outcomes through the planning, implementation, and evaluation of educational initiatives which enhance knowledge, skills and attitudes among hospice professionals. This position requires bedside training to ensure educational needs identification, competency and to maintain professional expertise.
RESPONSIBILITIES:
1. Based on the site’s needs assessment and regulatory requirements, develops and directs the implementation of a well-designed educational program that will enhance the quality of care, promote regulatory compliance and honor patient rights.
a. Assesses educational needs of site’s staff by referencing quality assessment data including Adverse Event trending reports, documentation audit reports and survey results to define priorities.
b. Assesses individual staff needs through the distribution of an annual, discipline specific educational needs survey. Analyzes the results to determine the greatest needs in light of other identified needs.
c. Assesses individual learning needs by assessing and validating staff competency. Assumes all responsibilities defined in the Staff Development Specialist role including the following:
i. Participates in the interview process for all new clinical staff
ii. Does joint visits with staff to provide bedside teaching and initial competency validation in patient assessment, documentation and skills.
2. Supports and assists the site’s team leadership in the ongoing evaluation regarding the educational needs of new employees during their early months of employment.
3. Collaborates with site team leadership and directs the planning, implementation, and evaluation of new employee orientation and the ongoing education of clinical staff. Identifies competent staff members who will serve as mentors for staff. Directs and supervises site Staff Development Specialists. Ensures that orientation complies with standards set forth by the Vice President, Education and Clinical Informatics.
4. Working with the site leadership team and the Regional Director of Compliance, develops, coordinates and participates in a multifaceted educational and training program which focuses on the elements of the compliance program and seeks to ensure that all relevant employees and management are knowledgeable and compliant with pertinent federal and state laws.
5. Working with the site leadership team and the Regional Directors of Quality, develops, coordinates and implements training programs which affect quality patient care and positive patient and family outcomes.
6. Evaluates and enhances educational programming in order to ensure continued appropriateness, relevance and consistency with current standards of care.
7. Helps to ensure clean, comprehensive EMR data entry to substantiate hospice eligibility by directing, facilitating and/or providing electronic documentation education at new employee orientation and when systems change or are upgraded.
8. Working with site Leadership team and the National Director of Clinical Ops, directs implements and assists in the provision of in-service education and job-related training.
9. Working with site leadership team coordinates clinical experiences for students in the healthcare field to assist academic providers enhance student education in end of life care.
10. May perform other duties as assigned.
11. Works with site’s leadership team to plan hospice education for hospitals, nursing homes, assisted living facilities, long term acute care facilities and other venues for the purpose of improving quality end of life care through education as required by Medicare. Under the Direction of the Lead Nurse Planner and the National Director of Education, facilitates the coordination and implementation of Continuing Education programming:
a. Assists with the development and review of programming to determine and ensure that programs enhance knowledge within the profession and are relevant and current.
b. Maintains documentation and records according to ANCC, ASWB, NAB and state board continuing education standards consistent with Seasons protocol.
12. Directs, coordinates and assists as needed with the provision of interval staff competency assessment and remedial training in collaboration with the site’s CD, TD and Staff Development Specialists.
13. Collaborates with site’s team leadership to oversee the utilization of funds allocated to the educational budget.
14. Enhances personal knowledge and skills by participating in ongoing educational opportunities
15. May assist proximal Seasons offices with staff orientation and training as the need arises.

QUALIFICATIONS:
1. BSN preferred. Registered Nurse, currently licensed in the states in which they are assigned.
2. Certification in Hospice and Palliative Care (CHPN) and Nursing Professional Development (RN-BC) certification preferred. CHPN required within one year of start date in this position. Ability to identify, prioritize, coordinate and implement educational activities for all hospice disciplines.
3. Hospice management and supervisory experience preferred.
4. Knowledge of federal, state, and local regulatory requirements preferred.
5. Experience in the state survey process preferred. Knowledge of the Joint Commission accreditation process preferred.
6. Excellent verbal and written communication skills; computer literate including demonstrated ability with use of Outlook for e-mail and Calendar management, Word, Excel, and Power Point development.
7. Excellent personal, administrative and organizational skills.
8. Demonstrated commitment to Seasons Hospice philosophy of care, values, vision and mission statements and is an exemplary role model for staff.
KEYWORDS: EXEC4, ED6
Job Title: Early Childhood Education Instructor
Closing Date/Time: Fri. 03/07/14 5:00 PM Pacific Time
Salary: See Position Description
Job Type: Faculty




Spokane Falls Community College name seeks qualified candidates for consideration of employment in this annually contracted, tenure track position.

DUTIES AND RESPONSIBILITIES
• Prepares for and instructs, through traditional classroom and distance education modes, transfer-level and career technical classes in the discipline of Early Childhood Education. Examples of the types of courses typically assigned include: Early Childhood Education, Child Development, Curriculum Development, Learning Environments, Infant/Toddler Care and Education, etc. Assignments may be at off-campus centers and may also include evening and/or weekend classes.
• Participates in national, regional and/or local professional organization relative to the profession.
• Provides availability and accessibility to students for purpose of academic consulting and support, in a manner appropriate to meet student needs, through a combination of scheduled office hours, e-mail accessibility or other effective means of responsive and timely communication;
• Communicates expectations and establishes clear grading criteria through appropriate instructional means, to include but not limited to developing course syllabi, handouts, and materials supporting the instructional process; evaluates student progress and provides clear, timely feedback;
• Participates in district, division, department, or general faculty meetings; in-service training; curriculum development; academic consulting; workshops or seminars; service on district or college councils or committees, or other activities within the scope of the position;
• Complies with state and federal law applicable to professional duties and responsibilities; Follows established procedures in areas such as printing, turning in grades, bookstore orders, office support, student financial aid requirements, safety and health issues and related administrative processes;
• Participates with community partners and maintains an active advisory committee;
• Coordinates community field sites and supervises students in practicum experiences;
• Provides program and marketing support;
• Assume any other duty within the department that is rotational, optional, or might be assigned in the future.
• Support and advance the CCS strategic plan, and perform other duties as assigned;
• In addition, faculty may:
o Instruct courses in related disciplines based upon individual qualifications and expertise.
o Supervise paraprofessional employees or direct the work of assigned work-study students. Be responsible for ensuring assigned faculty/staff adhere to acceptable behavior and performance standards. Demonstrate that assigned faculty/staff have been informed how behavior and performance will be assessed, receive timely and accurate feedback regarding performance, and any observed performance and behavioral problems are corrected promptly.
o Advise student clubs or associations.
COMPETENCIES & OTHER REQUIREMENTS:
REQUIRED COMPETENCIES (Minimum Qualifications)
• An earned Master’s degree in Early Childhood Education, Education, or related field from an accredited institution with emphasis and concentration in the teaching areas outlined above.
• Previous experience equivalent to one full academic year of teaching.
• Ability to maintain Professional Technical Certification requirements including a minimum of two years of recent work experience in Education, Early Childhood Education, Education Para-Professional and/or Special Education.
• Acceptance of the responsibility to promote the welfare and best interests of students at all times.
• Acceptance of and willingness to support the role that community colleges serve in higher education, and specifically the mission, values, goals and objectives of the Community Colleges of Spokane.
• Ability to perform assigned duties in a manner consistent with applicable laws, regulations and goals of the institution and the community/technical college system.
• A demonstrated understanding of and value for the contributions that a diverse workforce can make to the success of both the organization and the students we serve.
PREFERRED COMPETENCIES (Desirable Qualifications)

• A Doctorate in Early Childhood Education or equivalent from an accredited institution.
• Previous experience equivalent to two full academic years of teaching, including distance learning environments and documented use of technology-based delivery systems.
• Ability to work well with people of all ages from academically, culturally, socioeconomically, and diverse backgrounds.
• Experience with students having disabilities.
• Knowledge and/or experience with curriculum and teaching strategies to meet the needs of diverse student populations.
• Ability to work well as a member of a team.
• Active in national, regional and/or local professional organizations relative to the profession.

CONDITIONS/TERMS OF EMPLOYMENT:
TERMS OF EMPLOYMENT
This is a full-time, tenure track position with an annual beginning salary of $44,730 - $46,067 for a 175-day contract. (Advancement opportunities exist, based upon professional development performed during course of employment and seniority, to maximum of $69,433). Total compensation: $57,652 - $59,109. Total compensation is an estimate based upon base salary, current CCS benefit contribution rates and median retirement contributions. The actual total will vary depending upon each employee's enrollment specifics.

In addition, tenure track faculty have access to the following forms of supplemental compensation, consistent with the provisions of the current collective bargaining agreement between CCS and the Association for Higher Education (AHE) - subject to change through the collective bargaining process: elected department chair stipend ($1,500 to $11,000 annually, dependent upon size of department), club advising stipend ($160 to $1,605 dependent upon activities advised), supplemental (i.e. “moonlighting”) instructional contracts (average of $3,297 per quarter/per assignment and dependent upon workload category), special project stipend (up to $6,000 annually), and summer school assignment ($11,182 to $12,853 for a 100% load and dependent upon salary step placement).

CCS reserves the right to cancel this recruitment without notice. Academic employees are represented by the Association of Higher Education (AHE), which is affiliated with NEA and WEA. AHE membership or payment of representation fee is required. Anticipated date of employment is September 18, 2014.

CONDITIONS FOR EMPLOYMENT
Person hired must be able to provide acceptable documentation of U.S. Citizenship or lawful authorization to work in the U.S. This is an absolute condition of employment. In addition, CCS maintains a drug free work and learning environment and prohibits smoking in all college buildings and state-owned vehicles. CCS employees must be able to successfully work in and promote a multicultural and diverse work and educational environment. Requires Criminal background check. If using personal vehicle for travel, proof of driver’s license and car insurance required.
REQUIRED APPLICATION MATERIALS:
To qualify for consideration, applicants must meet required competencies and submit a complete application packet, which includes the following:

• CCS online application including supplemental questions.
• Cover letter addressing your qualifications as applied to the responsibilities of this position. *
• Comprehensive curriculum vitae. *
• Names, addresses, and telephone numbers of three professional references*
• A one-page statement describing your understanding of the role of a community colleges in preparing under-resourced students for educational progression and work responsibilities.*
• One example of an assessment/project that you use in the classroom as an instrument for teaching and/or evaluation.*
• A comprehensive list of classes taught organized by year and frequency.*
• College transcript(s) if applicable - unofficial/copies of transcripts are acceptable for initial application, official copies must be submitted when candidate becomes a finalist
NOTE: All of the above are required to ensure your consideration for this position. The item(s) marked with an asterisk are required to be included as an attachment to your application prior to submission.


Early Head Start Infant/Toddler Teacher
Peninsula Family Service - San Mateo, CA
Peninsula Family Service has been serving communities on the Peninsula for over 60 years and has been offering child development programs for 40 of those years. We empower children, families, and older adults to achieve and maintain self-sufficiency, building a strong and caring community. We offer employment opportunities and career growth. As the needs of our diverse community and clientele change, so do the services we offer. If you are just starting out in your career or a seasoned veteran looking to make a difference, Peninsula Family Service can be the perfect step for you. Our organization values its diverse workforce and the importance of teamwork. We provide opportunities for creative thinkers and problem-solvers alike.
Peninsula Family Service is actively seeking an Early Head Start Infant/Toddler Teacher for its Child Development program.
GENERAL DESCRIPTION:
This position is the primary caregiver for an assigned group of children and provides a warm and nurturing environment that helps children grow intellectually, physically, emotionally and socially. This position is responsible for the design, planning, and implementation of a quality childcare classroom for children generally between the ages of 6 weeks and 3 years. The position is the role model for staff in all aspects of the program and participates in all activities in the classroom. This position is part of the overall Child Development & Education team and is responsible for the implementation of the Early Head Start Program requirements.
REPORTS TO: Site Director
JOB CLASSIFICATION: Non-Exempt
QUALIFICATIONS:
Required:
1. Child Development Teacher permit or qualified to apply for permit
2. 24 ECE units and 16 General Education units
3. Six infant/toddler units in Early Childhood Education
4. BA (or AA Degree with an education plan to achieve a BA degree)
5. Minimum of 18 years of age, and have a high school diploma or equivalent
6. One year experience working with this age group
7. Ability to conduct home visits (must have a valid driver's license, a car and ability to meet with families in their homes)
8. Ability to accept and work with children and adults from diverse backgrounds
Staff must model proper language for the children. Staff must be able to comprehend English; communicate (verbally and written) in English to parents and other adults; use grammatically correct language; and when possible, speak in the child's home language.
Preferred:
1. Master's degree in related field
2. Social work background or education
3. Two years of experience working with infants and toddlers
4. Knowledge and skills in RIE and PITC
5. Experience in staff supervision
6. Experience with conducting screenings and assessments for infants and toddlers
7. Three semester units of Early Childhood Education Administration
8. Bilingual in English/Spanish
DUTIES AND RESPONSIBILITIES:
EHS:
1. Adheres to and ensures all Early Head Start and California Department of Education mandates and requirements (i.e. Performance Standards, federal mandates, guidelines, regulations, etc.) activity timelines and due dates are met and in compliance which includes but not limited to the following:
1. Child files are reviewed and monitored monthly, or more frequently as needed.
2. Group size and ratio meet EHS requirements.
3. Continue to meet staff qualifications for EHS.
4. Complete and conduct 2 home visits and 2 parent teacher conferences per child per year
5. Work closely with ERSEA, Mental Health Interventionists, Public Health Nurse, case managers, GGRC, etc. as needed and/or required
6. Ensure all disabilities screening, referrals and services are completed in a timely manner and/or on the due date.
7. Complete health and other developmental screenings for each child as requested and/or assigned
8. See that assessments and quarterly service reports are kept for each child
9. Complete the developmental screenings within 45-days of enrollment for each child
10. Communicate to appropriate personnel (i.e. Site Director, Service Area Manager, Family Advocate, MHI, etc.) and make referrals as needed for services for children or parents
11. Implement the IFSP (Individual Family Service Plan)
12. Complete and conduct on-going assessments for each child at least 3 times per year as required by the California Department of Education and/or Early Head Start whichever is the more stringent of the two.
13. Create and maintain the following for each child: children's portfolios, Individual Learning Plan, anecdotal records, and write on-going observations, etc.
14. Conduct/complete parent/teacher conferences at least two times per year per child
15. Prepare and implement the lesson plans
16. Ensure lesson plans meet and ILP's reflect program philosophy and standards (i.e. Creative Curriculum, Anti-bias curriculum, etc.), are developmentally and age appropriate (i.e. PITC, RIE, DAP, Desired Results, Performance Standards, etc.).
17. May be requested to perform some of the roles and responsibilities of the Family Advocate, such as maintaining bulletin boards, assisting with enrollment, providing information to families, making referrals, home visits, etc.
Staff:
1. Make sure that there is always adequate staff and supervision and notify site director if not.
2. Assist site director in planning monthly all-staff meetings.
3. Act in place of the site director when assigned.
4. When requested facilitate regular classroom staff meetings that include discussions of individual children, health and safety practices, activity plans, and general training.
5. Work cooperatively with the site director in achieving the goals and objectives of the classroom and center.
6. See that all staff practice universal health precautions.
Children:
1. Visually supervise the classroom and outdoor area. Anticipate and move quickly to prevent potentially injurious situations that arise during play.
2. Ensure that the classroom environment is developmentally appropriate, including but not limited to music, manipulative supplies, soft blocks, dramatic play opportunities, art, sensory exploration, and physical movement.
3. Ensure that the outdoor environment is developmentally appropriate and including but is not limited to sand, climbing, water play, wheel toys, dramatic play, and sensory experiences.
4. Help with the physical set up including moving outdoor equipment to appropriate areas.
5. Develop and carry out written activity plans that relate to the physical, social, linguistic and cognitive levels of the children enrolled as determined by assessments and child observations.
6. Take part in caring for the physical needs of the assigned children and be aware of the needs of the entire classroom to see that children are cared for. These needs include diapering, feeding, and helping put children down for naps.
7. Interact, initiate, and encourage the children in the activities during the day.
8. Supervise and take part in cleanup activities.
9. Model a positive, consistent approach to helping children develop inner behavior controls and good social skills.
Parents:
1. Maintain good relationships with parents through daily verbal contact and/or written notes and document any concerns.
2. See that conferences are held and that the service plan for each child is completed quarterly with parent.
3. Contact parents when their child is ill.
4. Submit written items for the parent newsletter.
5. Attend parent meetings
6. Involve parents by recognizing their talents and soliciting their participation.
7. Model appropriate adult/child interactions while encouraging and supporting parent and infant attachment.
Administrative Duties:
1. Open the classroom or close at the end of the day.
2. See that food counts, sign-in/sign-out, and attendance reports are kept accurately.
3. See that meals (breakfast, lunch and PM snacks are prepared and recorded in compliance with CCFP.
4. Be knowledgeable about licensing and safety regulations and see that the classroom is in compliance.
5. Know emergency procedures and be prepared to take responsibility for carrying them out (Fire drills, earthquake, CPR, first aid).
6. Adhere to and participate in evaluation of the center using the Desired Results, ITERS or NAEYC standards.
7. Attend all staff meetings, including evening meetings if applicable.
8. See that the Site Director is informed when supplies are needed to carry out activities
9. Conduct and complete monthly Safety Checklist when requested
10. Follow all policies and procedures for handling confidential documentation and information.
11. Timely and accurate submission of all reimbursements for expenses to Supervisor.
12. Timely and accurate submission of time records to Supervisor.
13. Other duties as assigned by supervisor.
LIMITS OF AUTHORITY:
This position works under the direction of the Site Director and must consult with the Site Director to change classroom daily schedule; discuss a serious problem with a parent; change in work schedule (i.e. assigned hours, lunch, breaks, etc.); changes to the Program Curriculum, prior to leaving the building, any accidents or concerns about the children, parents or other staff members.
PERSONAL:
1. Prior to employment obtain a medical health clearance and maintain clearance as required.
2. Prior to first day of employment, verification of a negative TB test and maintain verification as required.
3. Hold, obtain and maintain CPR and First Aid Certification. Initial certification must be obtained within first 30 days of employment.
4. Prior to first day of employment, submit transcripts.
5. Prior to first day of employment must have fingerprint clearance and maintain clearance.
6. Driving the organization's car on Family Service business requires an appropriate level of personal insurance and must be cleared to drive through Peninsula Family Service's insurance carrier. (HR will identify appropriate level of insurance and will clear driver through Peninsula Family Service insurance carrier.)
7. If required to do home visits, must possess and maintain a California Driver's License.
8. If required, must be to conduct home visits in the parent's home
9. Continue to acquire knowledge about EHS and early childhood development by attending classes, workshops, or reading. Trainings may be conducted throughout the State and Nationally.
10. Be physically, mentally and occupationally capable of performing the following actions without endangering one's own health:
Reach a child 25 feet away within 10 seconds or less
Hear a child call for help from at least 50 feet away
Comprehend and react to dangerous situations involving children without hesitation
Crouch to a child's height and maintain eye contact
Reach children on the highest piece of play equipment
Lift a minimum of 40 pounds
Sit on the floor and/or low chair and interact with children for an extended period.
APPLICATION PROCESS: If you meet the qualifications, please submit a resume and cover letter of interest, and include this job number in your cover letter or email subject line/body: SMO.CDE-081.
Peninsula Family Service is an Equal Opportunity Employer. For more information about us, please visit our website at: www.peninsulafamilyservice.org.
References
Indeed online job search:
http://www.indeed.com/q-Federal-Early-Learning-Services-jobs.html
Agencies/Community of Practices
National Association for the Education of Young Children www.nayce.org
National Child Care Association http://www.nccanet.org/