ECE community-Week 4

Head Start

Head Start is a federal program that promotes the school readiness of children ages birth to 5 from low-income families by enhancing their cognitive, social and emotional development. Over a million children are served by Head Start programs every year, including children in every U.S. state and territory and in American Indian and Alaskan Native communities.

Race to the Top – Early Learning Challenge with the Department of Education

Race to the Top -Early Learning Challenge (RTT-ELC) is a program jointly administered by the U.S. Departments of Education and Health and Human Services/ACF that strives to improve the quality of early learning and development and close the achievement gap for children with high needs.

Early Childhood Health

Effective disease prevention, along with promotion of healthy development and wellness, are best achieved with well-coordinated efforts starting early in life.  Disease prevention and health promotion, as well as linkages to health services, can be delivered anywhere children and families spend time: in the home, in communities, and in a range of early care and education settings serving children prenatally through age 8 such as child care, Head Start/Early Head Start, home visiting and after school programs.  Returns on investment for these coordination efforts are unparalleled; by addressing health and development early in children’s lives, it is possible to reduce or even eliminate the need for more expensive corrective measures in later years. • ACF Health Priorities to Support Safe, Healthy and Happy Children Who are Ready to Learn:

• Asthma Prevention with Special Emphasis on Tobacco Exposure Prevention
• Developmental and Behavioral Services
• Health Literacy
• Healthy Nutrition, Physical Activity and Overweight/Obesity Prevention
• Injury and Maltreatment Prevention
• Oral Health

Heath, wellness, and closing the achievement gap are issues that I feel are extremely serious and should be constantly in the forefronts of our minds and thoughts. 

The above programs interested me because they simply appeal to my passions. 

Chief of Early Childhood Development & Family Services

Essential Duties and Responsibilities:

Under the supervision of the CEO and CAO/Deputy CEO, the Chief of Early Childhood Development and Family Services oversees and closely manages the operations of each Early Head Start/Head Start Program, community action programs under the CSBG (Community Service Block Grant), and the National Office of Head Start Training and Technical Assistance Centers in the following domains: Program Management & Fiscal Operations, Head Start Curriculum Development, Health/Disabilities/Safety, and PFCE (Parent, Family, Community Engagement). The Chief of Early Childhood Development and Family Services will recommend new grant and professional development opportunities to the CAO/Deputy CEO and implement each grant as allocated in the budget by the Finance Department. The Chief will co-develop the division and agency budget with supervisors and the Finance Director and will report financial and division-related progress and gains at each agency board meeting. The candidate will comply with federal and state regulations, Head Start Performance Standards, and agency policy and procedures.

• Direct Reports: Early Head Start/Head Start Directors, OHS T/TA Component Managers, CSBG Director, Division Administrative Assistant

Education, Work Experience, and Job-Related Requirements:

• Master’s Degree in Early Childhood Education, Educational Leadership, Business Administration, Social Work, or Non-Profit Management Required; Specialist or Doctoral Degree with related certification is preferred
• 5 years of work experience in a non-profit, healthcare, or K-12 educational setting
• 7 years of progressive, senior-level leadership experience
• Fiscal management experience is required
• Must be willing to travel to different agency locations to ensure continued programmatic success

This job struck my interest because of the salary. However, in addition to the salary the desire to work with families and children simultaneously intrigues me. I know at present I love teaching but I have no intentions teaching forever. If I were to seriously consider pursuing that job venture I would need to gain more non-profit work, gain more experience in leadership roles and gain fiscal management experience. 

This could possibly be a long term goal of mine. 

https://www.acf.hhs.gov/ecd/programs

https://www.ed.gov/early-learning/programs

Exploring Roles in the ECE Community: Local and State Levels

National Association of Special Education Teachers (NASET). This national membership organization is for special educators and those preparing to become special educators.

Council For Exceptional Children (CEC). CEC is the largest international professional organization dedicated to improving educational outcomes for students with special needs.

National Center to Improve Practice in Special Education. The center promotes the effective use of assistive and instructional technologies by educators and providers.

Each of these organizations/ communities of practice appeals to my specific interest in special education. They also will help to continue my learning regarding the issue as well as keeping me abreast of and learning about new things regarding special education as it relates to early childhood education.

Special Education Coordinator

Kingsman Academy Public Charter School 3.2

Washington, DC 20002

Special education coordinators have the following primary responsibilities:

• Serve as the central point of contact for the parent, student, and staff for issues related to specialized instruction and related services.
• Monitor academic progress, attendance, behavior and other factors affecting students’ academic success throughout the year.
• Teach resource, life skills, self-advocacy, and/or advisory classes to students with disabilities.
• Contact parents and teachers to share information/progress reports.
• Coordinate and collaborate with classroom teachers, counselors, social workers, specialists, intervention specialists, academic/behavior interventionists, and others regarding students’ accommodations, program modifications, instructional supports, behavior intervention plans, etc.
• Administer academic assessments to monitor progress on IEP goals and learning objectives.
• Communicate results of academic assessments to staff and families.
• Respond to parent concerns and questions regarding the implementation of students’ IEPs and instructional programs.
• Serve as an advocate and mentor for students.
• Present information related to the student at team meetings, IEP team meetings, and other instructional or academic-related meetings.
• Ensure the preparation of appropriate documents for review meetings, including collecting and organizing IEP goals and objectives from all service providers.
• Obtain “progress report” information from service providers.
• Ensure that all required IEP team meetings are scheduled with appropriate staff and constituents of the student (parent, agency case manager, educational attorney, etc.) within applicable timelines.
• Confirm that services are documented in appropriate databases (i.e., school-based student information systems and the Special Education Data System (SEDS)/EasyIEP).
• Report information to the Director of Integrated Comprehensive Services (ICS) to ensure compliance.
• Perform other duties as assigned.

Requirments

• Bachelor’s degree required.
• Degree in special education or education preferred.
• Special education teaching experience preferred.
• Familiarity with the Individuals with Disabilities Education Act and SEDS/EasyIEP.
• Experience working with incarcerated or at-risk youth.
• Excellent communication and interpersonal skills.
• Excellent organizational skills.
• Ability to adhere to deadlines and work independently.
• Quick learner, adaptable, committed to acting in the best interest of students.
• Strong interpersonal skills.
• Ability to work as part of a team.
• Strong commitment to the mission and core values—civility, contribution, empathy, fortitude, and integrity—of Kingsman Academy Public Charter School.

I genuinely feel as though I am ready to fulfill the job requirements. However, I would personally prefer to have more years of experience under my belt. I feel like before acting in a leadership role more experience is necessary. More experience allows for more respect and more knowledge although I anticipate continued learning.