Duke University:
Duke University was created in 1924 through an indenture of trust by James Buchanan Duke. Today, Duke is regarded as one of America's leading research universities. Located in Durham, North Carolina, Duke is positioned in the heart of the Research Triangle, which is ranked annually as one of the best places in the country to work and live. Duke has more than 15,000 students who study and conduct research in its 10 undergraduate, graduate and professional schools. With about 40,000 employees, Duke is the third largest private employer in North Carolina, and it now has international programs in more than 150 countries.
FULLY GRANT-FUNDED
OCCUPATIONAL SUMMARY
Center for Child and Family Policy Mission
The mission of the Center for Child and Family Policy is to contribute to solutions to important problems affecting today's children and families, through an integrated system of scientific research, debate and dissemination, public service, and teaching. The Center emphasizes the bridge from basic research to policy and practice.
POSITION DESCRIPTION
The Duke Center for Child & Family Policy has current state funding to pilot the Infant-Toddler Trauma-Informed Care (ITTI Care) Project. This project involves providing training on the stress response system and trauma-informed practices to early childhood professionals in coaching roles (technical assistants, mentors, consultants & practicum supervisors) serving center directors, teachers, and family child care professionals who serve children under 3. Using a "coach-the-coach" model, project staff then support these early childhood coaches as they incorporate trauma-informed content into their work. In addition, the ITTI Care project team is working with a state-level advisory team to draft guidelines for workforce standards that support workplace wellness for early childhood educators and administrators. This component of the project involves reviewing workplace policies in early childhood education and service provision across the country, compiling data from focus groups with relevant stakeholders and educators, and piloting standards in a small group of sites. The ITTI Care project maintains a strong focus on organizational-level change, staff wellness, and relationship building.
We are seeking an early childhood professional with experience as a child care professional and as a coach to teachers, family child care home providers, and/or center directors to join our team. This is a full-time position. Work for this position can be based from a person's home or in the Durham office, with travel to meet with Project Director and Project team, visit project child care partners across the state, conduct onsite training, and meet with coaches and early care & education system leaders. Contact with project staff, coaches, and child care providers will be primarily via Zoom, but regular face-to-face contact will be prioritized.
WORK PERFORMED
A detailed description of functional areas and tasks follows:

• Co-facilitate trainings on trauma-informed child care. This will include collaboration on the development of training materials as well as in-person facilitation at full-day trainings for child care professionals.

• Plan, organize, and facilitate collective action with groups of stakeholders across North Carolina. Assist in analyzing and using data gathered from focus groups to facilitate system change.

• Compile and review policies and practices related to workplace standards for early childhood within programs and systems across the country.

• Collaborate in convening advisory group meetings to discuss and finalize recommendations for improving working conditions in licensed child care programs in North Carolina.

• Provide onsite and virtual coaching to coaches enrolled in the project. This will require travel to conduct in-person training for child care staff.
• Document coaching activities using project-specific templates. This will include tracking the visits to each site and individual and group coaching sessions for a caseload of coaches, to include content of coaching sessions, and strengths and goals for each coach, classroom/FCCH and center director..
• Collaborate closely with project team on project implementation, revision, and expansion. This will include periodic meetings, communication about barriers and challenges that arise.
• Support data collection for project evaluation to include working with coaches to ensure teacher/family child care home provider & center director data collection follows project protocols and minimizes negative impact on child care partner operations.

Perform other related duties incidental to the work described herein.
The above statements describe the general nature and level of work being performed by individuals assigned to this classification. This is not intended to be an exhaustive list of all responsibilities and duties required of personnel so classified.
DEPARTMENTAL PREFERENCES
Education/Training
Work requires a Bachelor's degree with significant coursework or training in child development, early childhood education, trauma-informed practice and/or early childhood mental health.
EXPERIENCE
Prefer experience facilitating systems-level change across early childhood sectors and promoting collective impact.

• Work requires 2 years of experience as a Center Director, Teacher or family Child Care provider in licensed child care and 2 years of experience coaching teachers of children under 5.
• Experience as a child care center director and/or early childhood mental health classroom consultant and knowledge of Infant & Toddler CLASS, TPITOS/TPOT, environmental rating scales (ITERS, ECERS), reflective supervision, and the Pyramid Model preferred.
• Endorsement in Infant or Early Childhood Mental Health highly valued.

OR AN EQUIVALENT COMBINATION OF RELEVANT EDUCATION AND/OR EXPERIENCE
In addition, the successful candidate will possess the following qualities/attributes:

• Excellent communication and interpersonal skills
• Demonstrated commitment to racial equity
• Extensive knowledge of high-quality child care/developmentally-appropriate practice with children under 5
• Knowledge of, and experience with, reflective supervision and motivational interviewing
• Eligibility for Level 11 on the Early Educator Certification Scale through the NC Institute for Child Development Professionals
• Strong skills as a trainer/presenter and coach/technical assistant or reflective supervisor

MINIMUM QUALIFICATIONS
Education
Work requires communication and analytical skills normally acquired through a 4 year college education.
Experience
Work requires a general knowledge of research methods, procedures and experience. activities normally acquired through 1 year of social science research.
OR AN EQUIVALENT COMBINATION OF RELEVANT EDUCATION AND/OR EXPERIENCE.
Duke is an Affirmative Action/Equal Opportunity Employer committed to providing employment opportunity without regard to an individual's age, color, disability, gender, gender expression, gender identity, genetic information, national origin, race, religion, sex, sexual orientation, or veteran status.
Duke aspires to create a community built on collaboration, innovation, creativity, and belonging. Our collective success depends on the robust exchange of ideas-an exchange that is best when the rich diversity of our perspectives, backgrounds, and experiences flourishes. To achieve this exchange, it is essential that all members of the community feel secure and welcome, that the contributions of all individuals are respected, and that all voices are heard. All members of our community have a responsibility to uphold these values.
Essential Physical Job Functions: Certain jobs at Duke University and Duke University Health System may include essentialjob functions that require specific physical and/or mental abilities. Additional information and provision for requests for reasonable accommodation will be provided by each hiring department.