Teacher Mentor/Coach

GENERAL SUMMARY

Mentor Coach Must have knowledge of the Practice-Based Coaching Competencies needed for a mentor/coach to effectively support educators’ effective teaching practices across the Head Start settings. perform the functions of this position with a strong understanding of the Head Start Performance Standards and the component plans, and thorough knowledge and application of Developmentally Appropriate Practices.

SUPERVISION:

• This position is under the immediate supervision, evaluation, and direction of the Head Start Education Manager and/or Head Start

DUTIES AND RESPONSIBILITIES:

Mentor Coach Must demonstrate ability to prepare as a coach:

• Demonstrates knowledge of PBC components and the practices that promote fidelity to the PBC

• Demonstrates understanding of child development (birth to five), in the preschool center-based setting, and with diverse family


• Demonstrates understanding of the elements of responsive, DAP, and inclusive early learning

• Demonstrates experience with and knowledge of relevant child, teacher, and environment assessments used to measure quality in early childhood education


• Demonstrates knowledge of the curricula, standards (Teacher Educator Preparation, CDA, ), and teaching and home visiting practices that are the focus of coaching.


• Demonstrates the ability to regulate personal emotions, thoughts, and behaviors in different situations.


•  Actively engages in an ongoing process of identifying and reflecting on personal

values, beliefs, life experiences, ethics, and biases to reveal and then modify actions that reflect implicit bias.

• Accesses resources when necessary to examine personal biases and considers how biases interact with self-awareness as part of preparing to be an effective


• Demonstrates knowledge of the program’s policies, procedures, and workplace culture and how they may influence PBC implementation; the coach also demonstrates knowledge of applicable standards, rules, and regulations for different program


• Exhibits professionalism by being organized on time, organized, and prepared for each coaching

Mentor Coach must promote healthy professional relationships and growth for coachees:

• Develop coaching agreements in partnership with coachees that guide the scope and structure of the coaching work, including expectations and roles that define the work within the context of a culturally respectful, safe, and supportive


• Identifies strengths and celebrates progress with

• Demonstrates flexibility that builds on respectful interest in learning about diverse cultures and languages of coachees and the children and families they support, to establish mutually respectful and effective coaching


• Uses self-awareness and self-management to establish and maintain trusting relationships that promote ongoing mutual


• Uses questions and notes, or models practices that stimulate problem-solving in support of the coachee’s learning and goal


• Cooperates with others, maintains professional boundaries, constructively negotiates conflict, and seeks and offers help in a range of


• Demonstrates interpersonal communication through clear written, verbal, and nonverbal communication with coachees, and uses active and mindful listening

Must demonstrate successful goal setting and action planning as a coach:

• Gathers, aggregates, and co-analyze formal and informal data to support the collaborative development of the coachee’s


• Collaborates with the coachee in the development of goals that are specific, measurable, and achievable within a specific period.


• Collaborate with the coachee in writing a step-by-step action plan that extends the coachee’s learning how to implement practices effectively.

• Demonstrates the ability to maintain focus on the coachee’s stated


• Supports coachee autonomy in experimenting and exploring new behaviors and practices while maintaining a focus on the coachee’s learning

Mentor Coach must practice focused observations to:

• Works with the coachee to create an intentional and systematic process to gather and record information (e.g., video, in person, documentation, allowing for language differences) that is guided by the action plan and focused on the coachee’s


• Uses coaching strategies (e.g., side-by-side support, modeling, discussion, video recording) that support the coachee’s understanding and use of specific teaching or home visiting practice.


• Consider diverse experiences and perspectives to conduct objective and specific observations (e.g., video, in-person, documentation, allowing for language differences) and collect data that inform Reflection and Feedback.

Mentor Coach will engage and practice Reflection and Feedback

• Uses various data collected from the Focused Observation (qualitative and quantitative) to reflect on the practice of the coachee’s


• Supports and extends coachee’s learning through ongoing reflection on progress related to the coachee’s goal by asking reflective questions and making connections to the observation data.

• Provides data-informed, supportive, and constructive feedback related to the


• Reflects on goal progress with the coachee to inform future coaching

• Creates opportunities for coachees to reflect on personal values, beliefs, experiences, ethics, and biases that may arise when working with children and

Mentor Coach should participate in and contribute and practice adult learning principles by:

• Completes professional development related to adult learning principles, draws parallels to coaching best practices, and integrates adult-centered constructs that improve coaching practices (e.g., the change model, motivational interviewing).


• Engages in ongoing professional development that builds knowledge about evidence-based practices and supports diverse children and


• Participates in ongoing professional development that improves coaching practices and supports cultural responsiveness and reflective


• Commits to ongoing cultural responsiveness, as the professional knowledgebase is continuously updated to include diverse perspectives.


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ABILITY TO:

• Pass an extensive and detailed Criminal Background Check


• Read and interpret documents, such as Head Start Performance Standards, ITCN Personnel Policies; and a variety of instructions furnished in written and oral


• Draft routine reports, correspondence, and business communications that conform to prescribed style and Speak


• Obtain First Aid/CPR Certification, TB


• Extensive Travel away from assigned based site for prolonged periods of time required.


• This position will be required to participate in program activities outside of their normal work hours and scheduled workdays.

PHYSICAL DEMANDS:

• The work outlined in this job description involves considerable sitting, standing, walking, bending, and lifting (maximum of 45 ) daily.


• Employees must be able to respond when needed by prompt appearance at a required


• Employees must be able to work under physically and emotionally stressed conditions and may be occasionally subject to verbal abuse, threats, and physical violence from angry, hostile or disgruntle community and/or family


• The employee may be exposed to communicable


• This employee must have specific vision abilities, to include close vision, distant visions, peripheral vision, and depth


• An employee to successfully perform the essential functions of this job must meet the physical demands described Reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions.

QUALIFICATIONS:

• Minimum of a bachelor’s degree in early childhood education,


• An Associates of Arts Degree with emphasis in ECE (Early Childhood Education) or 6 credits in ECE


• In lieu of the Degree in Early Childhood listed above, must have the minimum of a CDA with three years of full-time teaching experience in a preschool setting, preferably Head


• Must pass a State and Federal Criminal History background


• Employees will be subject to drug


• Posses a valid Driver's License with the required state auto insurance.


• Have reliable transportation to travel to centers regularly, to conduct CLASS observations, attend and present training/technical


• Strong verbal and written communication


• Commitment to professional standards of


• Complete a current health physical, Tuberculosis testing (TB), and COVID Vaccines