PAY GRADE: 30E

CONTEXT OF THE JOB:

The Early Learning Center (ELC) supports approximately 250 children (between 6 weeks old and second grade) and their families by providing a high quality, nationally and locally accredited program of early care education and school age programming. The ELC is a community of learners where equitable learning experiences instill confidence, resiliency, compassion and creativity. As leaders of exceptional practices in early childhood education, the ELC celebrates and honors each child and their family to promote optimal development for all. The ELC designs engaging environments with children where learning is fostered through play, conversations, and discovery. Engagement and collaboration with the academic and research programs of the University of Delaware and the broader community promotes innovative and reflective practices. The Assistant Director will develop and support the implementation of plans and curriculum to support the social, emotional, and behavioral development of children at the ELC. This will require working collaboratively with the co-directors, teachers, classroom assistants, families, and community resources. The primary focus will be to support the skills of the classroom teacher and assistant to meet the social/emotional needs of all children, particularly the needs of children with behavioral and/or emotional challenges. The Assistant Director will model, mentor and support children by working directly with classroom teachers and in classrooms.

MAJOR RESPONSIBILITIES:

Social/Emotional Learning Support

• Implement best practices in trauma informed care.
• Implement best practices in social/emotional learning, including Conscious Discipline and The Pyramid Model as a SEL curriculum.  Provide social and emotional interventions, supports, and strategies to support children, their parents, and teachers.
• Partner with school staff for early identification of social/emotional, mental health, and behavior needs.
• Collaborate with therapists, mental health consultants, teaching teams and families to create and implement behavioral support plans. Behavioral and Child Development Supports
• Conduct Functional Behavior Assessments (FBA) to develop tiered interventions for individual children as needed.
• Conduct regular child-study team meetings focusing on FBA and the input of teachers to develop a behavior plan.
• Support teachers in developing visuals and behavioral modification supports.
• Provide in-class support, coaching for teachers, and modeling of strategies for children.
• Develop data collection procedures collaboratively with teachers. Collect, analyze, and share data with school staff and parents.  Monitor and analyze the screening results of children with the online system of Ages and Stages Questionnaire; ASQ:SE and ASQ:3. This screening is required by the State of Delaware and involves accessing/printing the surveys, tracking the data in our own system, and following up with both teachers and families to determine if the results in the classroom are similar. Follow-up includes supporting families as they work through the complex system of referrals, testing and early intervention therapies through Child Development Watch and Child Find, as they provide services at the Early Learning Center. 
• Monitor implementation of behavior plans in classrooms, provide input to teachers, and make recommendations for revisions as appropriate.
• Assist with crisis intervention and prevention. Effectively manage escalated child behaviors, with a specific goal of de-escalation and emotional supports for both the child and the teachers. 
• Participate in the development of and support children on Individualized Family Support Plans (IFSP) and Individual Education Plans (IEP) if the plan includes behavioral support goals. Support the teaching teams in collaboration with therapists to implement strategies for the goals and track progress. Staff Development ¿ Use observational and assessment tools to assist teachers in reflecting on teacher-child and child- child interactions in the classroom. ¿ Provide training in the ELC philosophy of social/emotional learning and behavioral interventions for UD students placed at the ELC for courses or working at the ELC and new substitutes, teachers, and classroom assistants.
• Provide ongoing workshops to support center-wide positive behavior strategies for all children, using the Conscious Discipline curriculum and other resources.

Family Support

• Make referrals to and coordinate the appropriate community resources to support children and families.
• Monitor progress of families in obtaining recommended outside support and evaluations for their children.
• Provide family workshops on the social/emotional development of children.
• Assist families with understanding children¿s social/emotional development and identifying developmentally appropriate expectations and techniques to support their child's development. This may include but is not limited to individual family support, small parent groups or workshops, and communications in family newsletters.

Administrative

• Develop and implement the ELC Child and Family Support Plan. Maintain records related to the plan.
• Complete all reporting requirements as mandated by the Office of Childcare Licensing, the Office of Early Learning, Delaware STARS, and NAEYC.

QUALIFICATIONS:

• Bachelor's degree and four years related experience, or equivalent combination of education and experience. Degree in Special Education, Guidance Counselors, Psychology, ECE background in all cases. Applied Behavior Analysis, Human Development and Family Services.
• Eligible for Delaware First Certification as an ECE Teacher and/or Administrator.
• Knowledge of and experience with trauma informed care, social/emotional needs of children, and child play therapy in early childhood (Birth to nine-years-old).
• An understanding of the brain state model research and the Conscious Discipline social and emotional curriculum.
• Ability to develop and monitor Functional Behavior Analysis and Antecedent/ Behavior/ Consequence ABC.
• Ability to provide positive behavioral support to children (birth to nine-years-old) in groups and in individual settings.
• Knowledge of existing State and district support services for children and families.
• Skilled with working with diverse families for the benefit of the child.
• Skilled with coaching and mentoring adults in early childhood settings.
• Ability to effectively work and communicate with administrators, staff, agencies, medical providers, young children, and families. 
• Ability to take initiative, work independently, and prioritize when given a variety of responsibilities and assigned tasks.
• Ability to interact in sensitive and/or complex situations when working with children, families, teachers, and staff.
• Demonstrated leadership skills with diverse groups to best support children.
• Ability to tactfully help parents understand their child's developmental needs related to behavioral and social/emotional development.
• Ability to conduct group workshops.
• Excellent oral and written communication skills.
• Ability to maintain confidentiality.
• Demonstrated understanding and consideration of the differing needs and concerns of individuals with varying identities, cultures, and backgrounds.
• Committed to fostering a workplace culture of belonging, where diversity is celebrated, and equity is a core value.

SPECIAL REQUIREMENTS:

• Requires successful completion of criminal background check, child protection and adult abuse registry checks, health examination and TB test.
• Ability to lift 50 pounds. Familiarity and compliance with applicable local, State, and federal regulations.
• Experience with achieving NAEYC accreditation and research preferred.