Overview of Easterseals Serving DC | MD | VA
Who We Are
Easterseals DC MD VA (www.eseal.org) is leading the way to full equity, inclusion, and access through direct and life-changing disability and community services.
Since 1945, Easterseals DC MD VA has worked tirelessly to enhance quality of life and expand access to healthcare, education, and employment. And we won’t rest until each one of us is valued, respected, and accepted.
We take a holistic approach, providing comprehensive services to thousands of children and adults in our neighborhoods, no matter their disability, military status, income, race, or age: To help each child reach their full potential, we provide personalized child development and early intervention services. To improve health and reduce isolation in adults with disabilities, we offer engaging activities and expansive resources. To enable military families to integrate into the community, we provide a suite of services, including employment support and mental healthcare. And to sustain families and caregivers, we provide comprehensive services and support.
Together with our partners, we’re reducing poverty and homelessness and improving healthcare and employment by empowering people of all ages and abilities to be full and equal participants in their communities. Join us.
As the Easterseals affiliate serving Washington, DC, Maryland, and Northern Virginia, (www.eseal.org) Easterseals DC MD VA works through public-private partnerships to provide community-based services in the most efficient manner possible. These traits were demonstrated in the opening our Harry & Jeanette Weinberg Inter-Generational Center, which has quickly become an international model of excellence for delivering superior outcomes, including creating meaningful connections between generations. It was opened through visionary partnership among local, state, and national governments, as well as private individual, corporate, and foundation investment. The shared resources created a maximum return on investment for the community.Through a variety of resources, Easterseals provides information and guidance about how to navigate changing needs within our communities.
Easterseals DC MD VA, we know that creating a hopeful, inclusive community where all people realize their potential and live meaningful lives can be done only when we value our greatest asset – our staff. More than 200 employees across the greater Washington, DC area, from Hagerstown, Maryland, to Falls Church, Virginia, value the rewarding work that enables Easterseals to lead the way to 100% equity, inclusion, and access for people with disabilities, families, and communities.
If you want to do well while doing good, Easterseals DC MD VA may be the place for you.
Core Values
Our entire staff shares our Core Values which are an integral component of the success of ESDCMDVA:
Respect: We respect each other. We value the uniqueness and dignity of each individual and appreciate the strength of diversity and inclusion.- Responsibility: We share a sense of responsibility for doing things right, being good stewards and being accountable for our actions.
- Integrity: We conduct business ethically with a commitment to moral integrity and we expect people to hold a high moral standard. We communicate openly, honestly and directly.
- Innovation: We embrace new ideas, take measured risks and find better ways to help more people.
- Care: We show compassion for others and continue to live our mission each day.
Easterseals Job Description
Job Title: Master Education Leader
Department: Head Start
Location: Gaithersburg
Reports to: Senior Director, Head Start
FLSA Classification: Exempt
Job Summary:
Job Summary:
This position serves as the Master Education Leader for the Head Start program. The Master Education Leader supports the design and implementation of the professional development experiences for teachers to support best practices in early childhood education. The Master Education Leader coaches the HS and/or EHS teachers who are responsible for the successful operation of the classroom. The Master Education Leader will engage in content knowledge development, observations, and work evidence analysis to ensure that outcomes are achieved for children of all abilities. This position is chiefly responsible for the following core functions and performs other tasks as needed:
- Planning
- Program Implementation
- Family Partnerships
- Communication and Service Coordination
- Record Keeping and Reporting
- Ongoing Monitoring and Self-assessment
- Program Governance and Leadership
Essential Duties & Responsibilities:
The Master Education Leader will need to perform the following responsibilities to achieve the key outcomes listed above:
PLANNING
- Implement policies and procedures for the education portion of the program with parents and staff supporting the effective implementation of the education content area.
- Work with Deputy Director to develop, conduct or arrange training that develops knowledge of Early Childhood Education and infant and toddler development, health and safety issues in Head Start Classrooms and infant and toddler care (e.g., reducing the risk of Sudden Infant Death Syndrome, Early Language Development), and methods for communicating effectively with preschool student, infants and toddlers, their parents, and other staff members.
- Work with Deputy Director to develop, conduct or arrange training as needed, including pre-service training, Ongoing training, and additional training for parents, volunteers, and others.
- Work with teachers to ensure the written curriculum includes goals for children’s development and learning; the experiences through which children will achieve these goals; what staff and parents can do to help children achieve these goals; the materials needed to support the implementation of the curriculum towards achieving the stated goals.
- Oversee the preparation of daily lesson plans, including individual plans for each child including goal setting based on identified needs.
- Review Center-based lesson plans, and provide specific individualized feedback to each teacher.
PROGRAM IMPLEMENTATION
- Monitor Curriculum implementation ensuring that teachers:
- Provide developmentally and linguistically appropriate experiences appropriate to age, language and culture of children served.
- Provide experiential learning activities advancing the intellectual and emotional competence of children.
- Provide an environment in which children develop literacy, numeracy and social skills using increasingly complex language and problem solving abilities.
- Provide positive guidance and discipline supporting children as they acquire readiness skills for preschool and beyond.
- Provide children with a consistent classroom routine.
- Integrate Individual Education Plans (IEPs) for children with disabilities and assist teachers with referral process for children with developmental or behavioral concerns
- Assess children on an ongoing basis and assist with assessment when needed.
- Gather and organize anecdotal notes into the required domains and enter into the assessment system
- Assist teaching staff in understanding and interpreting child observation data and establishing appropriate individual child goals based on knowledge of child development.
- Ensure the completion of developmental screening on each child within 45 days of enrollment.
- Ensure that classrooms, gym and outdoor areas are supplied with developmentally appropriate materials.
- Participate in team meetings, home visits, and community events as needed.
- Oversees classroom observations to ensure target areas are met.
- Work in collaboration with Health Coordinator to put a system in place for proactively tracking and maintaining compliance and timely follow up on physical exams, developmental screenings, etc.
- Work with Family Services Coordinator and Director to establish, maintain and manage HS and/or EHS waiting list
- Provide consistent ongoing consultation to teaching staff to support differentiated instruction for children with IEPs or with challenging behaviors.
- In coordination with the Part C agency and/or LEA, ensure timely identification, referral, identified services and transition support for children with disabilities.
- Contribute to ongoing and regularly scheduled recruitment of children with disabilities.
FAMILY AND COMMUNITY PARTNERSHIPS
- Ensure parents are integrally involved in developing the program’s curriculum and approach to child development and education through regular meetings with Policy Committee members and others.
- Assist teaching staff in developing a system offering parents opportunities for enhancing and increasing their child observation skills.
- Share assessment results with staff that help plan home learning activities, family nights, and educational activities and provide opportunities for families to volunteer and attend trainings.
- Coordinate training for parents and community members wanting to volunteer in the classroom.
COMMUNICATION AND SERVICE COORDINATION
- Participate in regular team meetings and participate in case conferences, as necessary, to ensure service coordination across the Head Start and/or Early Head Start program.
- Attend local, state and regional initiatives to represent Easterseals and to develop professionally.
- Direct children’s developmental concerns to appropriate specialist.
- Work closely with Deputy Director, Center Director, staff, parents and consultants to support arrangements for identification, referral, and evaluation of children with suspected disabilities. Upon classification, share responsibility with disabilities specialist to ensure that goals of the IEP are embedded in the classroom lesson plan.
- Communicate effectively in written or verbal format to groups of all sizes and individuals.
- Develop a working knowledge of local community resources related to education and transition.
- Actively participate in Head Start community, including staff meetings, mandated trainings, committee meetings, and other program-wide functions as needed, including some evening activities.
RECORD KEEPING AND REPORTING
- Maintain filing, tracking and documentation systems for the education and disabilities service area and ensure confidentiality of child and family records.
- Ensure that child and classroom data are maintained for individual and program planning.
- Maintain a tracking system for program materials and supplies that is updated annually.
- Ensure teachers understand, generate and document in-kind contributions from parents and others and other allowable costs applied toward the non-federal share requirement.
ONGOING MONITORING AND SELF ASSESSMENT
- Provide input into updates of HS and EHS Integrated Service Plan
- Track child outcomes and program quality assessment results on a center-wide basis, analyze data and make program development recommendations to Deputy Director
- Conduct case audits of all HS and/or EHS paper, and work with teachers, EHS Family Advocates, Family Services Coordinator, Health Coordinator, MH/Disabilities Coordinator to assure that all program components are in compliance, and needed follow up completed for children and families.
- Assist in completing annual service plan for area of responsibility, administer and implement a system of continuous monitoring and evaluation of activities.
- Ensure compliance with Head Start and/or Early Head Start Performance Standards relating to the education service area.
- Complete monthly reports on area activities and progress toward goals with recommended modifications to plans, submit to Deputy Director The first week of each month.
- Collaborate on strategies for ongoing monitoring and annual self-assessment for the health, safety, education and security of children and families and to oversee ongoing implementation of the Performance Standards and other federal regulations.
- Assist with identifying and putting in place actions to address any other areas of identified non-compliance from your work with the program staff – such as in health and safety protocols, governance, parent involvement, in-kind, etc.
PROGRAM GOVERNANCE AND LEADERSHIP
- Work to ensure annual approval of Early Head Start Service Area plan by Policy Council, ensuring appropriate Policy Council involvement in curriculum and assessment decisions.
- Lead for the good of the entire organization, understand the big picture and use it as framework to make decisions
- Make decisions that support program quality and maintain program accountability.
- Establish focus for education service area and act to align area’s goals with the strategic direction and needs of the center; ensure that employees in the area understand how their work relates to the center as a whole and the relevant regulations and Performance Standards.
- Improve quality and effectiveness of education service area and overall organization by initiating, sponsoring and implementing organizational change and by helping others to successfully manage organizational change.
- Promote consistent exchange of information and a cooperative environment within the leadership of the center.
- Attend parent committees, Policy Council and board of director meetings as needed or requested.
- Ensure teachers and volunteers understand regulations associated with prevention of occupational disease and injury, including the exercise of universal precautions.
- Recognize that your job description is service area specific and that a successful employee upholds the overall employment standards outlined in the Personnel Policies and Procedures Manual and specifically, but not limited to: confidentiality, child abuse reporting, attendance and dependability, appropriate dress, customer service and support to all families, prudent use of program resources, and promoting and maintaining safe work environment.
Non-Essential Duties:
- Performs any and all other duties as assigned.
Job Specifications:
To perform this job successfully, an individual must be able to carry out each essential duty in a satisfactory manner. The job specifications listed below are representative of the education and experience as well as the knowledge, skill and/or ability (KSAs) required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Requirements:
- Bachelor’s Degree in Early Childhood Education or related field, with specific educational and professional experience with inclusion classrooms.
- Demonstrated skills and abilities in a management capacity relevant to human services program management.
- Training and experience in areas that include: The theories and principles of child growth and development, early childhood education and family support.
- Obtain/Maintain certification in CPR and First Aid.
- Physical exam and background checks are required for this position.
- Travel required locally or long-distance up to 10% of the time for work-related meetings and functions.
- Must have a valid driver’s license and reliable transportation.
Knowledge, Skills, & Abilities:
- Ability to interact effectively with people from diverse backgrounds.
- Ability to communicate effectively, verbally and in writing.
- Demonstrated computer literacy skills, using MS Office applications and other basic data systems including internet navigation.
- Must be honest, dependable and able to meet deadlines.
- Self-motivated and able to work independently.
- Ability to sit most of the time with some bending and reaching.
- Ability to stand, walk, and bend periodically.
- Ability to engage in repetitive movement of wrists, hands, and fingers – typing and/or writing.
- Ability to work frequently at close visual range (i.e. preparing and analyzing data and figures, accounting, transcription, computer terminal, extensive reading).
- Ability to receive and respond to oral communication.
- Ability to exert up to 40 pounds of force to lift, carry, push, pull, or otherwise move objects.
- Work is generally performed in an office environment.
- Noise level in the work environment is moderate to occasionally loud (examples: business office with computers and printers, light to moderate traffic, human voices).
- Standard office equipment generally used includes:
- Telephone
- Personal Computer (monitor, keyboard, and mouse) or Tablet
- Printer/Photocopy Machine
- Calculator
- Fax Machine
Easterseals policy is to provide equal employment opportunity to all qualified applicants and employees regardless of their race, color, religion, sex, age, national origin, disability, sexual orientation, gender identity or expression, marital status, genetic information, veteran status, status as a special disabled veteran, or any other protected criteria as established by federal, state, or local laws. This policy applies to recruitment and hiring, training, promotion, compensation, benefits, transfer, layoff, termination and all other terms and conditions of employment. Employment decisions at Easterseals are based solely upon relevant criteria, including an individual’s capabilities, qualifications, training, experience and suitability.
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