Commitment to racial equity and inclusion and a willingness to do the ongoing personal work to bring about a more just society by actively participating in professional growth opportunities. Actively work with peers to create a culture of belonging at Trying Together. Willingness to disrupt practices that do not honor children’s
families’
educators’ and colleagues’ humanity. Recognize and build on the existing knowledge and skills of program staff through reflective practice
close observation
and peer discussion. Based on the work of Fred Rogers and the Fred Rogers Institute
facilitate learning communities for program leaders
assistant teachers
co-teachers
and head teachers to help strengthen daily interactions with children and assure quality programming based on developmentally appropriate practice. Facilitate supportive discussion between early learning team members with a focus on strengths
connection
and appreciation. Using a strengths-based and practice-based approach
ensure that the leadership team and staff sustain their learning by way of reflective thinking and goal setting. Provide feedback loops and support for the purpose of increasing program administration and teacher confidence and competence. Work with the early learning program’s leadership team to provide professional development for program leaders and classroom teaching teams. Develop and support the implementation of an individualized plan that identifies relational strengths
needs
and goals for each program’s staff. Visit early learning programs to capture video footage of authentic interactions between early learning professionals and children. Contribute to a community of support in which educators can reflect on their everyday interactions and unique approach to connecting with young children. Support the program leadership team and staff to develop programming that is both equitable and inclusive. Provide support and coordinate resources for program administration and staff on providing a better learning environment for a child exhibiting behaviors that put them at risk for suspension or expulsion. Follow the procedure for reporting suspected child abuse. Complete monthly monitoring reports or coaching logs for assigned visits and submit them according to timelines for the purpose of tracking and monitoring. Have a working knowledge of the Everyday Interactions Matter approach and philosophy. Consistently model the Everyday Interactions Matter philosophy in interactions with early learning leadership and educators. Have knowledge of local
state
and national systems for early care and education. Is willing and able to engage in honest self-reflection about progress and their contribution to the process. Can foster a program’s capacity building and assume a strengths-based approach. Can establish credibility as a resource worthy of the program’s respect and trust. Can facilitate a program’s own problem-solving process. Has the ability to maintain a project timeline and monitor progress toward goals. Must be able to work independently and as a team member. Must be able to interact with others in a positive and professional manner. Has the ability to work comfortably in a variety of settings. Can maintain confidentiality. Has good judgment and decision-making abilities. Must demonstrate enthusiasm and flexibility. Work collaboratively across departments within Trying Together to meet the mission and accomplish the work. Participate in initial and ongoing professional development for the purposes of continuous learning and expanding one’s professional knowledge base. Consistently use the NeonCRM platform to build relationships with constituents
record data that measures project performance
and support continuous quality improvement in the organization's resources and services. Other duties as assigned.