Early Intervention Program Manager

The Early Intervention Program Manager provides leadership to Early Intervention Team through supervising Early Interventionists, training new hires, providing professional development during staff meetings, planning family events, and providing developmental therapy directly to families.

Essential Duties and Responsibilities:

• Model and coach Early Interventionists (ESTN or other agencies) on best practices for home sessions using the Parent Coaching Model.
• Observe and provide feedback to Early Interventionists (ESTN or other agencies) to improve delivery of developmental therapy sessions utilizing FGBRI and documenting sessions with all necessary components in the TEIS data system. Minimum 1x quarter or as required by contract.
• Identify and organize resources and materials for Early Interventionists to share with families and at public awareness events.
• Collaborate with Director on completing monthly and quarterly reports.
• Participate in EIRA, SICC, and other monthly state meetings to be aware of changes in service delivery.
• Organize family events to provide opportunities for families in the program to connect with one another (playdates, holiday parties, etc.).
• Provide developmental therapy sessions as outlined on the child’s Individualized Family Service Plan (IFSP) including providing direct services hours, coaching the caregiver, and utilizing routines to help each child achieve their individualized goals.
• Conduct or participate in the timely evaluations and/or ongoing assessments of children both assigned to caseload and as part of child find related activities at childcare centers or in the community.
• Collaborate with family members, caregivers, childcare center teachers, therapists, and Point of Entry TEIS staff to help each child reach individual goals.
• Accommodate appointment times during normal business hours, Monday through Friday, for families when requested. Early evening appointments may be necessary (5-6pm).
• Commute to sessions in the child’s natural environment. Teleintervention services may only be provided at the parents/caregiver’s request such as due to wanting after business hours services, medically fragile, or due to severe weather that would cancel session.
• Maintain a daily record of each child’s direct services in the Tennessee Early Intervention Data System (TEIDS), including a service log and all communications with families and the TEIS Service Coordinator. This documentation will be subject to review by the State during monitoring or upon request.
• Ensure the completion of additional program records, such as monthly summaries, attendance records, screening summaries, updated calendars, and any other essential information as requested.
• All records must be accurate, thorough, and completed in a timely manner.
• Encourage families to share success with ESTN and help identify opportunities for individuals to improve quality of life (POM Interviews).
• Participate in supervisory sessions and monthly staff meetings.
• Participate in professional development to ensure provision of quality Early Intervention services; topics may include reflective supervision, coaching, and child development.
• Promote public awareness by preparing and distributing material and/or information to primary referral sources, parents, and the general public on early intervention services.
• Demonstrate a superior level of knowledge about what promotes optimal infant, toddler, and child development.
• Demonstrate a superior level of knowledge about what promotes optimal parent-child interaction.
• Occasionally work evenings or weekends to attend trainings or community awareness events while representing Easterseals Tennessee (ESTN) at events supporting families and young children.
• Perform additional duties as required by the nature of the position, or as requested by supervisor.

Supervisory:

This position oversees other staff, including a team of Early Interventionists

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. 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. An equivalent combination of education and experience is acceptable.

Education

• Must hold a degree in early childhood special education, early childhood education, child, and family studies (Early Intervention), early intervention, deaf education or visual disabilities, special education K-12, elementary education, communication disorders, speech language pathology, occupational therapy, physical therapy, and/or related field.
• Related field can include, but is not limited to, degree in social work, nursing, psychology, education administration, or sociology.
• Related field degrees require a minimum of one (1) year documented experience working with children with disabilities 0-5 years of age and their families.
• Graduate degrees earned are to be from an accredited institution of higher learning as listed in the U.S. Department of Education’s database.

Job Experience

• Minimum (1) year of experience working with Tennessee Early Intervention System
• Experience working with young children, children with special needs, and families
• Early Childhood trainings

Required Skills/Abilities

• Knowledge of the Tennessee Early Intervention System and requirements necessary of an Early Intervention Resource Agency
• Ability to train and mentor new Early Interventionists
• Ability to establish good rapport with caregivers, children, staff members, and other community agency/service providers
• Sensitive to service population’s cultural and socioeconomic characteristics
• Wide knowledge of infant-toddler development
• Exceptional oral and written communication skills
• Good driving record and insurable
• Ability to represent the program to parents and the community in a courteous and professional manner

Certificates, Licenses, Registrations

None

Physical Demands and Work Environment:

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.