Assistant Director

Job Description

Tulsa Educare is looking for a passionate Assistant Director who wants to make a lasting impact on young children’s lives. Join a research-based early childhood education program that provides education, care and support to close the achievement gap of young, at risk children.

Embrace: Educare teachers have a network of resources that support them in the classrooms

• Bi-lingual family advocates, mentorship and coaching, embedded professional development and an on-site mental health specialist
• State-of-the-art classrooms with low child to teacher ratios

Empower: We believe that Educare team members are the most important element of the program and drive the success of Educare’s mission

• Educare’s well trained and high-qualified teachers are the reason Tulsa Educare is recognized nationally as a leader in Early Childhood

Evolve: Educare upholds a culture of constant growth and development

• Educare invests in employees to help them meet their unique goals

• Reflective supervisions helps to sharpen skills, expand knowledge and perform at your best

Under the direct supervision of the School Director, provides administrative support and ensures compliance with local, federal, and state standards, laws and regulations. The Assistant Director facilitates full and effective implementation of Educare’s Core Features by facilitating interdisciplinary collaboration. Outcomes of the Assistant Director’s work include facilitation of positive parent/school relationships, developmentally appropriate teacher-child interactions, High Quality Teaching Practices positive child outcomes and retention of staff.

ESSENTIAL JOB FUNCTIONS

The functions outlined in this job description are examples of the general nature of those performed by employees in this position. Any combination of these functions and responsibilities may be performed. The list is descriptive only and should be used for no other purpose. Management retains the right to revise job functions at any time. These functions are not to be construed as exclusive or all-inclusive.

ADMINISTRATIVE SUPPORT

• Ensures all Head Start Performance Standards, Educare Implementation Checklist and Core Features, NAEYC, state and local licensing requirements, and other funder requirements related to education are met
• Monitor and ensure child files are up-to-date
• Collect information, prepare and submit all assigned periodic and special reports on time
• Ensures all confidential information is protected
• Participates in efforts to promote average daily attendance percentage
• Participates with Human Resources in interviews to hire educational staff
• Establishes education staff schedules, including approval of time off requests and coordinates placement of classroom substitutes and floaters, as needed. Keep Master Teacher informed of the schedule
• Create all purchase requisitions for Master Teacher to review; ensuring appropriate materials are ordered. Maintain inventory of all classroom equipment and materials
• Plan, conduct, and evaluate in-service programs based on staff needs, available resources, and community services.
• Assist with on-site NEO process implementations
• Responsible for preparing and follow up of all facility tickets
• Track follow-up for Parent Attendance plans and Child attendance for CACFP
• Track Staff credentials in Child Plus
• Responsible for collecting and checking all timesheets and submitting to payroll based on established timeline
• Pass out Tuesday folders and track parent communication

INTERDISCIPLINARY WORK AND COLLABORATION

• Facilitates interdisciplinary collaboration among the education program/staff and other program areas/staff, including:
• Participate in the Research Program Partnership and processes of continuous quality improvement and, in conjunction with the Local Evaluation Partner, ensuring completion of child screenings and assessments and coordination of timely feedback to teaching teams
• Participate in Family/Child Reviews (FCRs) and, in conjunction with the School Leadership, ensure FCR action plans are followed and progress monitored; Responsible for recording progress and next steps during FCR meeting
• Collaborating with the Mental Health and Disabilities to facilitate completion of Case Consultations and Special Education eligibility, planning and implementation processes when warranted
• Coordinate, facilitate and track all disabilities services and meetings ensuring all children are getting the early intervention services needed

SUPERVISORY RELATIONSHIPS

Works under the direct supervision of the School Director.

Qualifications

KNOWLEDGE AND SKILLS

An understanding of Head Start Performance Standards, NAEYC criteria, DHS guidelines are critical. Must have demonstrated leadership abilities and proven successful interpersonal relationship skills to maintain effective and satisfactory working relationships with intra-department and inter-department staff, vendors, clients, visitors, and contractors. Ability to follow oral and written instructions with ability to read, write, interpret and present information efficiently and effectively. Must be able to accurately audit records and ensure compliance with written or oral guidelines. Ability to take initiative, multi task and work well under pressure. Must maintain strict confidentiality of extremely sensitive data, records, files, conversations, etc. A basic working knowledge of computers. Strong organization skills, communication skills and working as part of a team are essential for success in this position. Must adhere to TEI’s ISMART shared values: I-Integrity, S-Shared Purpose, M-Mutual Respect, A-Accountability, R-Reflective Practice, and T-Teamwork.

EDUCATION AND WORK EXPERIENCE

Bachelor’s Degree in Family Relations/Child Development, Social Work, Early Childhood Education, Child Development, Special Education, or a closely related Social Work or Education-based discipline. Experience working with families with young children, infants, toddlers or pre-school children preferred. Supervisory experience in an early childhood or family support/social service setting required. PITC Infant/Toddler Certification and familiarity with Conscious Discipline preferred.

OTHER

Primarily an administrative position with supervision emphasis on family advocacy and child and family relations. Work requires bending, stooping, lifting, squatting, kneeling, crawling, pushing, and pulling throughout the day. Ability to lift and Carry up to 25 pounds. Regular and reliable attendance required.