Humboldt County Office of Education: Learning Specialist – Early Childhood Curriculum & Inclusion

Notice: In July 2022 HCOE classified job descriptions were re-classified. We are working to get the classifications changed on individual job descriptions. A PDF mapping these changes can be found here. For questions please contact the HCOE Personnel Office at (707) 445-7039.

HCOE Job Description

Learning Specialist – Early Childhood Curriculum & Inclusion

Position Summary

In the Special Education Department, and under the direction of the Special Beginnings Program Manager or the Director of Special Education. The Early Childhood Curriculum and Inclusion Specialist shall provide expert consultation and leadership in the design, implementation, and maintenance of Evidence-Based Practices (EBP) that advance the emotional, cognitive, and social development of children ages birth to five. The Early Childhood Specialist will be responsible to plan, organize, coordinate, and implement curriculum and positive behavior supports for children and support teams. This may include direct consultation, training and technical assistance provided to special education and general education program instructional teams. The Early Childhood Specialist shall be able to effectively deliver ideas across multiple formats including in person, verbally, remotely, and in written communication.  The Early Childhood Specialist will provide support for school teams to advance the inclusive opportunities for students with Individualized Education Program (IEPs).

Examples of Duties and Responsibilities

  • Responsible for overall program planning, monitoring and evaluation of EPB and inclusive support for preschool children, staff and families.
  • Assist with and implement Applied Behavior Analysis methodology, Social-Emotional Curriculum, General Education Curriculum and Functional Behavior Assessments with classroom teams.
  • Develop, implement, and monitor strategies for supporting student behavior using the Early Childhood Program-Wide Positive Behavior Support (PW-PBS).
  • Provide 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.
  • Evaluate and design professional development; research, plan, design, and provide 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.
  • Establish, coordinate and implement opportunities for parent education and skill development designed to enhance a child’s social communication, language and adaptive skill development.
  • Actively engage in ongoing professional development to maintain and stay abreast of best practices in the Early Childhood and Intervention field, supervision and leadership.
  • Participate in program evaluation, report preparation and report delivery as assigned.
  • Provide leadership, direction, data collection, and implementation for Supporting Inclusive Practices (SIP) grant funding.
  • Attend in Individual Education Plan (IEP) meetings as necessary to review assessment data, consult on the skill development, behavior supports, and develop goals and objectives.
  • Participate as a member of multi-disciplinary team in the screening and Identification of areas of need for students, and participates with other professional staff to identify supports and needs for initial IEPs.
  • Assume responsibility for other projects as assigned by supervisor.

Employment Standards

Education and Experience Requirements

Minimum Qualifications:

  • Possess an appropriate California Administrative Credential.
  • Possess an advanced degree, certification or experience/training in Applied Behavior Analysis (ABA); EBP curriculum and individualized implementation and development.
  • Experience working in children’s early intervention programs a minimum of one year.
  • Two 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.

Desired Qualifications:

  • Master’s Degree in Education or related field, from accredited college or university;
  • Five years (5) of combined experience with the implementation of Applied Behavior Analysis and in education as teacher or specialist;
  • Experience supervising and evaluating staff.

Knowledge of

  • Special knowledge of the preschool developmental domains and 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.
  • Early Childhood Program-Wide Positive Behavior Support (PW-PBS).
  • Oral and written communication skills.
  • Preschool Foundations and Curriculum Framework.
  • Special Education standards, laws, and requirements specific to governance of early childhood special education.
  • Interpersonal skills using tact, patience, and courtesy.
  • Operation of a computer and assigned software.
  • Basic public relations techniques.

Ability to

  • Prepare and implement staff training in the areas of ABA, social emotional and general education curriculum, Teaching Pyramid/PBS supports for preschool age children
  • Work independently
  • Plan and organize work
  • 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
  • Communicate verbally and in writing
  • 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

Physical Requirements

(Consideration will be given to reasonable accommodation for the following physical requirements.)

  • Engage effectively within classroom and outside play settings with students and staff
  • Sufficient mobility to move about a classroom or outside play setting that is moderately active
  • Report to multiple worksites in a given day or during the work week.
  • Communicate effectively in-person and via telephone and other electronic media to individuals and groups of varying sizes
  • 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 site at children’s level
  • Sufficient arm, hand, finger dexterity to use a personal computer keyboard, multimedia, and other office equipment
  • Hearing and speaking skills to project voice, and 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
  • Maintain an appropriate personal demeanor during periods of heightened stress created by outside factors not always within the ability of the staff member to control at the time
  • Physical, mental and emotional stamina to perform the duties and responsibilities of the position under sometimes stressful conditions
  • Mental acuity to collect and interpret data, evaluate, reason, define problems, establish facts, draw valid conclusions, make valid judgments and decisions
  • Sufficient hearing to conduct in person and telephone conversations
  • Dexterity of hands and fingers to operate a computer keyboard
  • Drive a vehicle to conduct work

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

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 compensations 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

Administration Office

Natalie Carrigan
Executive Assistant to the Superintendent

Press Inquiries

Natalie Carrigan
Executive Assistant to the Superintendent