Early Childhood Coach

The Early Childhood Consultant (Infant & Early Childhood Program - IECP) position consists of assisting children 0-5, Head Start Birth to Five teachers and caregivers, with classroom management and support, implementing age-appropriate interventions in the classroom, socializations, and childcare centers, to maintain a safe classroom environment. Provide direct support services and strategies to assist in de-escalating disruptive behaviors and teach new skills to create a positive learning environment.

The intent of the early childhood coach in the classroom is to decrease behavior referrals and teach new skills to both the child, caregiver, childcare staff and the teachers. The early childhood coach should be knowledgeable in behavior theory, challenging behaviors, trauma-informed practices, conflict resolution and brain development.

1. Classroom observations of teacher-child interactions and classroom functions.

2. Participation in staffings pertaining to the child.

3. Providing in the moment interventions with the child.

4. Providing coaching to teaching staff, childcare staff, and / or parents.

5. Information-gathering regarding the teacher and child’s background.

6. Complete documentation using COPB25 coaching forms.

7. Set goals and develop a plan of action. The interventions provided by the early childhood coach must be in alignment with the child’s developmental level, teacher learning style, Conscious Discipline practices, trauma-informed care practices and Head Start performance standards. The early childhood coach will receive professional development in the above-mentioned areas to ensure expectations and knowledge of Head Start practices. The early childhood coach will assist children, childcare staff, and teachers with developing the skills and learning necessary to address the challenging behaviors and social-emotional needs of children ages birth to five.

8. Provide up to 40 hours of intensive coaching and professional development per week.

9. Collaborate with multidisciplinary teams to implement and develop strategies for supporting children with challenging behaviors and other social, emotional, and mental health concerns.

10. Ability to model effective teaching practices directly related to program performance goals.

11. Adequate training and experience in adult learning and in using assessment data to drive coaching strategies aligned with program performance goals.

12. Knowledge and experience implementing behavioral interventions.

13. Knowledge and experience implementing Early Childhood curricula with children 0-5.

14. Knowledge of on-going child assessment.

15. Coaching experience working with Early Childhood educators.

16. Ability to work independently and with a team.

17. Good communication skills.

18. Problem-solving skills.

19. Identify behavioral triggers and behavioral temperaments.

20. Provide safety and responsiveness to children.

21. Notice and respond to behavioral cues in children.

22. Assess and determine an appropriate response to a child’s internal state.

23. Provide child appropriate choices in behavioral responses.

24. Develop problem solving skills in children.

25. Ability to model problem solving strategies with teachers and children.

26. Develop and practice appropriate response to physical aggression.

27. Support the implementation of classroom rituals and routines.

28. Evaluate behavioral situations and create appropriately matching adult response methods.

29. Provide effective encouragement.

30. Provide strength-based reflection through supportive and constructive feedback.

31. Effectively respond to tantrums and rage.

32. Utilize evidence-based modalities and curriculum. Any response must provide evidence of developmentally appropriate research-based early childhood curricula, including additional enhancements, as appropriate that are based on scientifically valid research and have standardized training procedures and curriculum materials to support implementation.

33. Provide ongoing communication between the coach, teacher, program director, education director, and any other relevant staff.

34. Help teachers, including family childcare providers, to improve classroom management and effective teaching practices through strategies including classroom observations, modeling and consultations to address teacher and individual child needs and creating physical and cultural environments that promote positive social and emotional functioning.

35. Complete continuing education as assigned.

• Performs all other duties as assigned.

Physical Demands and Work Environment :

The physical demands described here are representative of those that must be met by a teammate to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The work environment characteristics described here are representative of those a teammate encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Behavioral Health Provider Designation Core Competencies

Possess and demonstrated the knowledge or skills necessary to successfully perform the responsibilities of the position as expected within the scope of the job duties and the incumbent’s

Behavioral Health Provider Designation of : Behavioral Health Technician

1. Protects client rights as defined in Arizona Administrative Code R9-20-203.

2. Provides treatment that promotes client dignity, independence, individuality, strengths, privacy, and choice.

3. Recognizes obvious symptoms of a trauma, development, abuse and relationship dynamics.

4. Provides the behavioral health services that the agency is authorized to provide and that the staff member is qualified to provide.

5. Meets the unique needs of Touchstone’s member population served (children 0-5).

6. Protects and maintains the confidentiality of client records and information.

7. Recognizes and respects cultural differences.

8. Recognize, prevent, manage and respond to a situation in which a member :

a. may be a danger to self or a danger to others,

b. behaves in an aggressive or destructive manner,

c. may be experiencing a crisis situation, or

d. may be experiencing a medical emergency.

9. Reads, understands, and implements a member’s treatment plan.

10. Assists members in accessing community services and resources.

11. Records and documents client information, activities and progress toward treatment goals and measurable objectives.

12. Demonstrates ethical behavior, such as by respecting co-workers’ and member boundaries and recognizing the inappropriateness of receiving gratuities from a client.

13. Identifies types of medications commonly prescribed and the common side effects and adverse reactions of the medications.

14. Recognizes and responds to a fire, disaster, hazard, and medical emergency.

15. Demonstrates behavior management skills and provides the supervised activities or behavioral health services identified in the staff member’s job description or the agency’s policy and procedure.

Expected Behaviors :

Universal Core Competencies :

Communicates :

Strategically uses two-way communication to generate enthusiasm and foster an atmosphere receptive to open exchange.