Inclusion Coach

 

Cape Breton Victoria Region – Sydney Location

 

NS Early Childhood Development Intervention Services (NSECDIS) provide province-wide specialized services to families of young children between birth and school entry, who either have a biological risk for or a diagnosis of, developmental delay in NS. Consultation, information, support and services designed to meet the individual needs of each child and family are delivered in the child’s home and may extend to community based programs.  Services emphasize the enhancement of skills and ability through planned interactions to promote child development and family capacity.

 

Early Childhood Development Intervention Services (ECDIS) also facilitate early childhood educator capacity building through the delivery of inclusion coaching to childcare and pre-primary program settings, utilizing the Pyramid Model. The Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children is a conceptual framework of evidence-based practices for promoting young children’s healthy social and emotional development.

 

 

Requiring:                                                                   1 Full Time Inclusion Coach

                                                                        Cape Breton Victoria Region – Sydney Location

    

 

Through the implementation of Pyramid Model evidence-based practices, the Inclusion Coach provides professional development and program coaching to build the capacity of early childhood educators and childcare centres to support young children’s social emotional and behavioural competency. 

 

Coaching definition: Coaching is an interactive process based on a collaborative relationship. It is intentionally designed to promote sustainable growth in attitudes, skills and knowledge to effectively implement best practices for optimal development of young children and their families.  Through observation, discussion, reflection and collaborative planning the coach promotes the early childhood educator’s abilities to grow toward their identified goals.

 

Duties and Responsibilities

 

Program Planning

 

• build relationships and establish an environment and culture of best practices
• observe coachee and program to gather information for the coachee’s profile and coaching and development plan
• assist coachees and programs to identify priorities and functional/meaningful outcomes based on their identified needs
• respond sensitively to the coachee’s cultural diversity and individual preferences
• provide guidance and support to the program data coordinator on measures, collecting data, and using data for making decisions
• provide ongoing support to program leadership teams by attending their meetings and assisting with data-use and decision making as required

 

 

Program Delivery

 

• provide training and support to early childhood educators and other staff on Pyramid Model and inclusive practices
• identify resources and supports in accordance with individual coaching plans
• plan, implement and document regularly scheduled coaching visits/consultations and meetings
• inform coachees of available options to support their professional growth and development in accordance with their own styles and preferences, including preferred levels of involvement in the intervention process
• organize and conduct regular reviews and revisions of the coaching and development plan with coachee and program
• support the implementation of individualized strategies and supports based on the coachee’s and program’s identified strengths, resources, priorities and concerns

• support the coachee and program to reflect on observations of their progress and to connect child development theories to practice in a clear, meaningful and practical manner
• assist the coachee and program in critically evaluating services and supports that are best for their program

• provide guidance, development and support to the program’s internal coaches on practice-based coaching and tools for assessing a classroom implementation strengths and needs
• provide data, information and documentation to the Provincial Leadership team as required
• participate in training (in person/online), research and program evaluations as required
• maintain an on-going commitment to learning and professional development

 

Community Connection

 

• provide support to other Inclusion Coaches and Developmental Interventionists as needed
• maintain knowledge base of community-based services, resources, and programs
• facilitate and maintain partnerships with local service providers to create networks of community supports for early childhood educators and families
• make recommendations for referrals to appropriate services/programs, as needed
• assist the coachee and program to find and access community resources to support their program
• attend community events and meetings with community partners as required
• communicate with other intervention, education and health professionals in order to

learn of emerging professional consensus and approaches

• participate in NSECDIS centre-based programming
• participate on community-based committees where appropriate

 

Administration

 

• support/mentor other Inclusion Coaches and Developmental Interventionists, regarding service delivery and caseload problem solving

• continue/maintain own professional development (e.g., goal setting, reading, course work, sharing information with other professionals in the field)
• expand professional knowledge base through ongoing education and the critical evaluation of emerging research and professional literature
• participate in the preparation and presentation of public relations materials as required.
• participate in program development and evaluation
• maintain and report any statistics, records, data, etc. required by the organization and leadership team
• collect and maintain data on each coachee and child care/pre-primary program’s progress and prepare written reports as needed

 

 

 

Required Qualifications and Skills

 

Education

 

• a minimum Bachelor’s degree in early childhood development or the equivalent combination of training and experience

 

Work Experience

 

• experience working with children from birth to school age and their families is essential
• experience within early childhood education settings and a knowledge of policies and systems that affect early childhood services

 

 

Knowledge, Skills and Abilities

 

• competency and knowledge in early childhood development, social emotional learning, family-centred practice, and family systems theory
• demonstrated ability to implement developmentally appropriate practices, use adult

education principles, and deliver community-based programming

• strong planning, organizational, and time-management abilities
• knowledge/experience using observational assessment tools
• excellent communication (oral and written) and interpersonal skills, with the demonstrated ability to create and maintain effective relationships with children, families, early childhood educators and other community partners
• demonstrated knowledge of current trends, best practices, and research regarding early childhood development, and ability to apply theory to practice
• experience with underserved communities in the region (e.g., African Nova Scotian, First

Nations, new immigrant, Francophone/Acadian) and ability to communicate in other

languages an asset

• proficiency in the use of computers including word processing, e-mail, internet, digital calendars, file sharing programs, online data entry and video conferencing
• obtain valid First Aid Certification (Standard Child Care First Aid & CPR)

 

Personal Attributes

 

• empathic, sensitive approach in communicating with children and families
• highly motivated and organized
• professional with the highest ethical standards
• able to work independently and within a team
• strong communicator verbally and in writing
• commitment to family-centred practice
• awareness of professional boundaries in working with families

 

Working Conditions

 

• flexibility for some evening and weekend work when required
• regular travel (to childcare and pre-primary programs, other service provider locations, etc.) and access to own vehicle and valid driver’s license is required

 

 

Our goal is to be a diverse workforce that is representative of the families we serve. We welcome applications from Acadian Francophones, Aboriginal People, African Nova Scotians, new immigrants and other racially visible persons and persons with disabilities.  If you are a member of one of the equity groups, you are encouraged to self-identify on your cover letter or resume.