Director: Quality, Enhancement,

BASIC FUNCTION: :Under general supervision, this position provides quality improvement support coaching to early educators, ensuring a program's full participation in Quality Rating and Improvement System (QRIS) and a high quality early education learning environment is available to children 0-5 years old. The purpose of the Director is to support and expand early childhood educator's knowledge of early childhood best practices as well as the common tools and resources described in the Quality Continuum Framework and Professional Development Pathways through mentoring, training and technical assistance.

Maintain confidentiality of all personnel matters; some duties will involve access to confidential information concerning employer-employee relations.

REPRESENTATIVE DUTIES: (Incumbents may perform any combination of the essential functions shown below. This position description is not intended to be an exhaustive list of all duties, knowledge, or abilities associated with this classification, but is intended to reflect the principal job elements accurately.)

ESSENTIAL FUNCTIONS:

• Coordinate the development, implementation and oversight of the Quality Improvement Plan (QIP) for Early Childhood Education (ECE) sites rated below Tier 4 on the Quality Rating and Improvement System (QRIS); align QIPS to the California Quality Matrix.
• Supervise and monitor the development and planning of resources and trainings as they relate to ECE best practices and Quality Rating and Improvement System (QRIS) including California's Quality Continuum Framework.
• Plan and implement professional development opportunities for early learning and development best practices as the elements and common tools and resources of the Quality Continuum Framework and Professional Development Pathways.
• Utilize the body of knowledge related to early learning quality, school readiness, quality coaching practices, and promising early childhood best practices to inform decisions.
• Plan and implement departmental professional development activities for continuous improvement, learning and skill acquisition and refinement.
• Ensure the QIPs and QIP action plans documentation are complete and entered into the QRIS data system.
• Coordinate and secure support for the Ages & Stages Questionnaire (ASQ) and the Ages & Stages Questionnaire Social Emotional (ASQ SE) implementation to ensure parents have the tools they need to interact with teachers, healthcare providers and other professionals and to identify if their child is at social or emotional risk; coordinate the assessment process.
• Serve as Instructional Leader for instructional staff in ECE Program.
• Develop and implement professional development models which focus on improving instructional practices and increasing student achievement.
• Lead staff development efforts in implementing QRIS Programming including providing professional development, coaching and support around the Early Childhood Environment Rating Scale – Revised (ECERS-R) and the Classification Assessment Scoring System (CLASS).
• Identify and prioritize materials and equipment needed in classrooms and playgrounds, and coordinate in making purchases.
• Provide resources, feedback, modeling and support to early childhood educators to support positive child outcomes.
• Deliver pre-service and monthly in-service training sessions to teaching staff.
• Monitor the implementation of District approved curricula in the classroom.
• Support the quality of all classroom practices - room arrangement, lesson plans, daily schedules, routines, and transitions to ensure their adherence to program policies.
• Collaborate with the assigned grant administrator/coordinator to carry out recommendations for program improvement.
• Supervise and support approved assessment program, developmental assessments, and children's assessment data entry and outcome reports.
• Coordinate the transition of children to Kindergarten and assist with the children's transition to their next destination at the end of the season.
• Work cooperatively with other component coordinators to plan education services.
• Attend staff training and meetings and board and parent meetings as requested.
• Assist individual staff members to identify training needs and improve knowledge and abilities.
• Complete and submit required reports to the First Five office, Assigned Grantee and Board of Directors; ensure files and documentation are complete, accurate, and confidentially maintained.
• Prove direct one-on-one support and coaching to identified staff members to improve their practice; coach early education staff to support the implementation of high quality practices in early learning programs.
• Actively participate in the development and implementation of the Teacher Professional Development Plan.
• Conduct regular site visits and develop meaningful, productive relationships with staff and families.
• Perform other duties, as may be required

QUALIFICATIONS:

The District determines whether a candidate is qualified based on fulfillment of prerequisites, relevant work experience, ability to perform the essential functions, reference checks, effective interpersonal and communication skills demonstrated by interview performance and/or writing samples, and achievement on performance-based assessments (if applicable) that demonstrate the candidate possesses the requisite knowledge, skills and abilities. Meeting prerequisites only satisfies the initial screening process and does not indicate the candidate is qualified to perform the essential functions of the position.

KNOWLEDGE OF:

• Laws and regulations governing early childhood education programs
• At least two systems of early childhood educations (Early Head/Start, Head Start, State Preschool)
• California Department of Education Frameworks governing work scope such as: Common Core Standards, Content Standards, Curriculum, Response to Intervention, Full Service Community Schools
• Curriculum design, planning, development, implementation and evaluation
• Budget development and control
• Grant writing/application process
• Principles and practices of leadership, management, supervision and training
• Utilization of various forms of assessment to guide and design instruction
• Adult learning techniques
• Effective pedagogy for ethnic populations, English, and Standard English Learners
• Applicable federal, state, and District codes, regulations, policies and procedures governing workscope
• Planning, organization and coordination needed for assigned program
• Diversity, sensitivity and competence with regard to issues of race, learning or other ability, ethnicity, culture, religion, gender, socio-economic group, sexuality or other orientations or cultural markers
• District policies related to standards, assessment, accountability, planning, promotion/retention, curriculum and instruction, data access and confidentiality, and related areas
• Large-scale student information data systems
• State-of-the-art research and proven best practices in areas of closing the achievement gaps and meeting the diverse needs of students
• Correct English usage, grammar, spelling, vocabulary and punctuation
• Technology and computer software applications relative to education and administration

ABILITY TO:

• Use abstract reasoning, problem solving, planning, and analytical skills in: training, evaluation, and program development
• Stimulate and motivate cooperative team efforts and provide leadership
• Demonstrate initiative and work independently with little supervision
• Work in a team environment
• Plan and organize work to ensure organizational and program goals are achieved.
• Think proactively, anticipate and identify problems, gather information/data to analyze situations and develop effective recommendations and solutions.
• Exercise sound judgment within generally established policies procedures to select appropriate strategies and make and carry out effective decisions.
• Establish and maintain effective working relationships with District staff and administrators, students, parents or guardians, outside agencies, and the public, in a multicultural community
• To present a positive image of the organization to members of the community
• Demonstrate effective written and oral communication skills, including content communication, conciseness, grammar and usage
• Learn moderately complex computer systems and adapt to changes in such systems
• Learn and apply routine office policies and procedures
• Identify strengths and needs for improvement of direct reports
• Apply analytical skills toward problem solving, planning, and organizational development
• Make informed decisions that may have broad policy consequences and to think strategically
• Develop multiple options or solutions to reach goals
• Identify and conduct professional development activities for staff and for appropriate District employees on topics related to work scope
• Meet schedules and timelines
• Analyze situations accurately and adopt an effective course of action
• Learn to use technology and computer software applications as appropriate to the work environment
• Use initiative and judgment in discussing problems with the public and District staff, involving office practices and policies
• Design and implement instructional programs that meet the needs of a culturally and linguistically diverse student population
• Learn, plan, formulate and execute federal, state, District and departmental policies, procedures and directives, in accordance with assigned duties
• Operate personal computer, related software, and other office equipment

PREREQUISITES

• Bachelor Degree or its equivalency required (2 years of similar and relevant work level experience = 1 year of college) in Early Childhood Education, Child Development or Education or related field. A combination of experience and education may be used to meet the Bachelor Degree requirement; however, the work experience years used to qualify for the Bachelor Degree requirement cannot be used to meet the work requirement.
• Seven (7) years experience in Early Childhood Education or Elementary Education with at least five (5) years in Public Education
• Previous experience working at a school site as an early childhood educator
• Experience using ECERS, and CLASS tools required, certified reliability as specified by the QRIS Implementation Guide Standard very strongly preferred
• Advanced knowledge of instruction and best practices in Early Childhood and Developmentally Appropriate Practices
• Advanced experience in planning and facilitating staff development
• Advanced experience in a leadership or supervisory role in an educational setting
• Comprehensive understanding of quality standards and best practices in the field of early education
• Master's degree preferred plus additional coursework required for certification or licensure
• Valid California Driver's License

PRE-EMPLOYMENT PROCESS:

Employment eligibility will include fingerprints, tuberculosis and/or other employment clearance

WORKING CONDITIONS

ENVIRONMENT:

Office and diverse school site environments; driving a vehicle to conduct work; fast-paced work; constant interruptions

PHYSICAL REQUIREMENTS:

Consistent mental alertness; sitting or standing for extended periods of time; lifting, carrying, pushing, and pulling objects up to 30 pounds, occasionally 30+ pounds; bending and twisting at the waist, reaching overhead, above the shoulders and horizontally; dexterity of both hands and fingers while performing duties; seeing to read, write and use the computer; hearing and speaking to exchange information, in person or on the telephone, and make presentations.

NON-DISCRIMINATION POLICY:

The Oakland Unified School District does not discriminate in any program, activity, or in employment on the basis of actual or perceived race, religion, color, national origin, ancestry, age, marital status, pregnancy, physical or mental disability, medical condition, genetic information, veteran status, gender, sex, or sexual orientation.