Position Summary

Within the Early Education Department, and under the direction of the Director of Early Education, the Learning Specialist – Early Childhood Curriculum and Inclusion (“Specialist”) shall provide expert consultation and leadership in the design, implementation and maintenance of Evidence Based Practices (EBPs) that advance the emotional, cognitive and social development of children ages birth to five. The Specialist will be responsible for planning, organizing, coordinating and implementing curriculum and positive behavior supports for children and support teams.  The Specialist will provide support for school teams to advance the inclusive opportunities for students with Individualized Education Plans (IEPs).

Distinguishing Characteristics

The Specialist occupies a foundational role in the administrative leadership structure. This position plays a key role in offering guidance and insights to a broad spectrum of community members and educators. The incumbent works closely with the Early Education team, promoting alignment with the county’s overarching educational vision.

Supervision Received and Exercised

The position is supervised by the Early Education Director. The Specialist may supervise staff under the direction of the Education Director in order to implement programming or curriculum. The position does not formally evaluate certificated staff.

Examples of Duties and Responsibilities

• Responsible for overall program planning, monitoring and evaluation of Evidence Based Practices (EBP) and inclusive supports for preschool children, staff and families;
• Assists with and implements Applied Behavior Analysis methodology, social-emotional curriculum, general education curriculum and Functional Behavior Assessments with classroom teams;
• Develops, implements and monitors strategies for supporting student behavior using theEarly Childhood Program-Wide Positive Behavior Support (PW-PBS);
• Provides technical assistance to teachers, specialists and paraeducators pertaining to adaptations, modifications and behavioral needs for instruction or environment through site visits, direct work with students, phone and email correspondence as part of related IEP services;
• Evaluates and designs professional development; researches, plans, designs, provides staff development, workshops and community technical assistance to support developmentally appropriate, high quality preschool experiences that are designed to enhance the social, emotional, physical and cognitive capabilities of children;
• Establishes, coordinates and implements opportunities for parent education and skill development designed to enhance a child’s social communication, language and adaptive skill development;
• Actively engages in ongoing professional development to maintain and stay current regarding best practices in Early Childhood, Intervention, supervision and leadership;
• Participates in program evaluation, report preparation and report delivery as assigned;
• Provides leadership and direction in data collection and implementation of Supporting Inclusive Practices (SIP) grant requirements;
• Attends IEP meetings as necessary to review assessment data, consults on skill development and behavior supports and co-develops goals and objectives for students;
• Participates as a member of multi-disciplinary team in the screening and identification of areas of need for students and participates with other staff to identify supports and needs for initial IEPs;
• Assumes responsibility for other projects as assigned by supervisor.

Qualifications

Knowledge of:

• Preschool developmental domains and curriculum content areas of social-emotional development, language and literacy, mathematics, English-language development, visual and performing arts, physical development, health, history-social science and science.
• California Preschool Learning Foundations and Preschool Curriculum Framework and Desired Results Developmental Profile (DRDP).
• Developmental disabilities and developmentally appropriate practices to support cognitive, language, social-emotional, behavioral and adaptive development.
• Special Education standards, laws and requirements specific to governance of early childhood special education.

Ability to:

• Prepare and implement staff training in the areas of ABA, social emotional and general education curriculum and Teaching Pyramid/PBIS supports for preschool age children.
• Work independently.
• Plan and organize work.
• Interact with individuals and groups respectfully, patiently, and courteously.
• Operate a computer and use assigned software.
• Prepare and maintain various narrative and statistical records, reports and files.
• Establish and maintain program goals and project deadlines.
• Work with a variety of individuals and groups.
• Design, develop, implement and conduct training and staff development concerning assigned subject areas and programs.
• Monitor, evaluate and modify procedures and instructional strategies to enhance the educational effectiveness of curriculum and instruction.
• Meet schedules and timelines.
• Travel to various locations.
• Adhere to the expectations of HCOE regarding Equity.

NOTE: An employee in this position must have a valid California driver’s license and be able to operate a vehicle to drive to the necessary schools throughout the county or be able to otherwise move about to multiple work sites on any given day.

Education and Experience

• Two (2) years experience working in early intervention programs for children;
• Possess a valid California Special Education Credential OR possess and maintain a valid California credential authorizing services as a school psychologist OR possess a valid California credential authorizing services as a speech and language pathologist;
• Certification or experience/training in Applied Behavior Analysis (ABA); Evidence Based Practices (EBP) curriculum and individualized intervention;
• Two (2) years of experience designing and implementing professional development for teachers working with students with IEPs;
• Demonstrate competence in communicating effectively with children and parents, staff members and representatives of other agencies;
• Strong oral and written communication skills.

Environmental Elements

This position requires the individual to sit and work for various periods of time. It can also require the individual to drive long distances and work in various educational settings.

Physical Demands

• Ambulate effectively within classroom and outside play settings with students and staff.
• Report to multiple worksites in a given day or during the work week.
• Move to indoor and outdoor work locations and stand/move/sit for extended periods of time.
• Lift heavy objects (up to 40 lbs.) on an intermittent basis.
• Frequently bend, kneel and/or sit at children’s level.
• Sufficient arm, hand and finger dexterity to use a personal computer keyboard, multimedia and other office equipment;
• Hearing and speaking skills to project voice and to communicate with staff and students in classroom settings and in on-on-one conversations and in speaking to groups;
• Visual acuity to read printed materials, computer screens and to observe students performing assignments, observe moving objects and events;
• Mental acuity to collect and interpret data, evaluate, reason, define problems, establish facts, draw valid conclusions and make valid judgments and decisions;
• Sufficient hearing to conduct in person and telephone conversation;
• Drive a vehicle to conduct work.

Other Requirements

• Must be fingerprinted and a satisfactory Department of Justice records check must be received by HCOE prior to employment
• TB testing and/ or risk assessment will be required upon employment
• May be required to obtain first aid and CPR certificates within the first 6 to 12 months of employment.
• May be required to drive with or without students; some positions may require a California driver’s license, proof of insurance and possible participation in the DMV PUll Notice Program once employed.

Individuals who serve as certificated or classified management personnel must be willing to modify days/hours and to work additional days/hours on occasion with appropriate compensation and be willing to travel using their own transportation with mileage reimbursed, or use a county office fleet vehicle, as the job may require.

Certificated Management Schedule B Class 1
Revised 11/2023