Community Progress Council invites you to be part of its team of dedicated professionals who work to help low income individuals and families reach self-sufficiency. Our workforce of 240 employees is mission-driven to provide client-centered, coordinated services by building trusting relationships with those in need.
Community Progress Council is committed to creating a diverse, inclusive, and equitable organization to serve our community. CPC works to ensure all staff have the knowledge, values, and skills to empower clients and one another - respecting and welcoming each person's unique experiences and cultural differences.
As the community action agency of York County, CPC offers services in more than 20 locations throughout the county. We provide our neighbors with opportunities in early childhood education, nutrition counseling, workforce development, housing and financial education and our Self-Sufficiency Program, all which support low-income individuals toward their goal of achieving financial stability.
Specializes in supporting social, emotional, motor and cognitive development of children with suspected needs. Collaborates with parents and caregivers to ensure success in the least restrictive environment. Develops a collaborative relationship designed to promote sustainable growth in necessary attitudes, skills and knowledge in teachers to effectively implement best practices for supporting the development of young children and their families.
ESSENTIAL DUTIES AND RESPONSIBILITIES
Include the following. Other duties may be assigned.
Demonstrate commitment to the vision and mission of Community Progress Council and Head Start of York County.
Screen educational/developmental levels of children with a higher level of instructional need.
Provide educational support to children and share guidance/suggestions with teachers and parents.
Work directly with children who need a higher level of support to reach individualized goals.
Act in response to the child's special needs in any environment.
Understand special education law, be familiar with the timeline for special education services and must able to advocate for children to receive the services needed to be successful in the least restrictive environment.
Respond appropriately to each parent in relation to his own and his child's needs educationally, social emotionally and/or behaviorally.
Develop relationship-based collaborations with teachers that builds on their strengths and provides intensive support to improve teaching practice for all children in all developmental areas.
Observe teaching staff using the Positive Intervention and Support (PBIS) observation tools.
Set professional development goals with teachers based on observations and develop an Inventory of Practice (IOP) action plan.
Maintain an ongoing log for service and progression toward goals for all children identified as receiving instructional support in any developmental domain.
Be familiar with Positive Intervention and Support (PBIS) and current PBIS trends.
Maintain coaching logs in the PAPBS Early Childhood Database.
Attend internal and external trainings, PBIS functions and state level PBIS meetings.
Actively participate in agency task forces and work groups, as assigned by supervisor/management, to assist in developing, implementing and fulfilling goals and action plans of the agency.
General Requirements & Skills
- Communication Skills Oral and Written
- Knowledge of Special Education Service Timeline
- Cooperation/Teamwork Positive Intervention and
- Support Implementation for classroom and home
- Customer Service Internal and External
- Dependability Knowledge of Special Education Law and student rights
- Personal Responsibility Professionalism
- Flexibility Leadership/Supervision
EDUCATION and EXPERIENCE:
Bachelor's degree in Special Education, Early Childhood Education or related field with; a minimum one to two years related experience and/or training with young children.
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily, as well as be committed to the mission and goals of the agency. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Reliable transportation for regular and timely attendance as an essential job requirement. Ability to be reached by telephone in a timely manner. May be required to commence workday at different agency sites without compensation for travel time or mileage to the site and the return. Ability to respond to change in a productive manner and handle other tasks as assigned.
Ability to work with diverse individuals.
Ability to read, analyze, and interpret common scientific and technical journals, financial reports, and legal documents. Ability to respond to common inquiries or complaints from customers, regulatory agencies, or members of the business community. Ability to write speeches and articles for publication that conform to prescribed style and format. Ability to effectively present information to top management, public groups, and/or boards of directors
Ability to add, subtract, multiply, and divide in all units of measure, using whole numbers, common fractions, and decimals. Ability to compute rate, ratio, and percent and to draw and interpret bar graphs.
Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.
Experience with Microsoft Office Suite in a Windows environment and ChildPlus database is helpful and preferred.
CERTIFICATES, LICENSES, REGISTRATIONS:
PA State Criminal History and Childline Child Abuse Certification required prior to hire; Federal FBI Clearance results due within 30-days of hire, along with a
physical assessment including a tuberculosis skin test. Child Abuse "Mandated Reporter" training due within 90-days of hire.
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is regularly required to sit; use hands to finger, handle, or feel; reach with hands and arms; and talk or hear. The employee frequently is required to stand, walk, and climb or balance. The employee is occasionally required to stoop, kneel, crouch, or crawl. The employee must frequently lift and/or move up to 50 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and ability to adjust focus.
The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is occasionally exposed to wet and/or humid conditions, fumes or airborne particles, and outside weather conditions. The noise level in the work environment is usually moderate.