Coach

Job Summary
Provide mentor coaching, new employee training, and overall support to child development
staff. Ensure that teaching staff are getting the direction needed to successfully teach and
implement the assigned curriculum and practices, to successfully teach and implement
successful behavior intervention techniques and practices which promote high quality learning
and school readiness skills.

Essential Functions
The Coach will ultimately be evaluated on a combination of skills, dispositions, and behaviors,
some of which are related to the specific service area of this position and others that represent
the general expectations of all our agency employees.

The Coach responsibilities chiefly fall within the following essential functions, although s/he
may perform other tasks and/or duties as assigned. The Coach will demonstrate
competency to perform essential functions that include:

1. Develops and maintains positive, supportive relationships with child development staff.
2. Works with site managers to develop a schedule for classroom observations as a
foundation for determining needs.
3. Develops individual coaching plans with specific goals and growth areas based on
classroom and teacher observations.
4. Reviews coaching plans with the Education Manager and assesses teacher progress.
5. Conducts required CLASS observations; collects and analyzes classroom data (CLASS,
PBC goal progression, etc.).
6. Follows up on individual teaching staff requests for mentor/coach services and documents
the nature of training provided.
7. Provides constructive feedback and support to teaching staff for learning and growth,
including challenging behavior techniques and resources.
8. Trains new teaching staff and maintains support as they gain knowledge of their role and
responsibilities.
9. Plans and presents small group workshops on relevant child development topics based on
program monitoring outcomes.
10.Ensures curriculum and assessment fidelity; provides feedback for child/site staffing.
11.Promotes best practices in early childhood development based on Head Start Performance
Standards, Creative Curriculum, State Childcare Guidelines, and other prescribed curricula.
12.Uses reflective practice and additional strategies to promote positive outcomes for teaching
staff and the children they influence.
13.Provides hands-on support in the classroom when implementing new classroom
management and behavior support strategies.
14.Demonstrates methods of prevention, intervention, and de-escalation.
15.Provides coaching to staff for children with challenging behaviors

16.Travels as needed throughout the PGCCS Head Start service area.

17.Proficient in utilizing various virtual platforms to facilitate seamless communication and
collaboration.

Minimum Requirements
1. Bachelor's degree in child development, education, psychology or related field. All
education must be from an accredited institution.
2. Two years working with children with behavior problems and their families, working in a
classroom setting
3. Four years' experience working with preschool children and families, and experience
working with adult learners required.
4. Travel throughout Pinal and Gila counties daily using agency vehicle. When an agency
vehicle is not available, mileage will be reimbursed, per Agency policy.
5. Arizona's driver's license, proof of insurance, fingerprint card, Social Security card, and
provide a vehicle for program business.
6. Health Questionnaire is required at hire and will be updated every 3 years.
7. Meet all agencies, state and federal required immunizations or have an approved
exemption on file.
8. Employee must be able to speak, read, write, and understand English.
9. Bilingual English/Spanish skills highly desirable.
10.Successfully complete and pass CLASS certification training and maintain active status.

Knowledge, Skills, and Abilities

Knowledge:
1. Knowledge of early childhood education, Head Start Program Performance Standards, and
adult learning styles.
2. Knowledge of the CLASS observation system and its reliable application.
Skills:
3. Ability to translate theory into practice and train staff in small and/or large group settings.
4. Excellent oral and written communication skills.
Abilities:
5. Ability to problem-solve, handle crises, and work with families and children of various
cultures and low-income backgrounds.
6. Ability to demonstrate/capable understanding of the DCS reporting system and the signs
and symptoms of child abuse and neglect.

Physical Requirements
Able to perform the following physical requirements of the position with or without reasonable
accommodation: critical sensory requirements include general vision; specific vision abilities
required by this job include close vision, distance vision, color vision, peripheral vision, depth
perception, and ability to adjust focus. Hear or listen in the normal range (corrected) and
speak and give directions clearly. Able to walk, sit, stand, kneel, crouch, crawl, reach, lift,
carry, push, pull or otherwise move objects up to 40 lbs., run 50 feet, and demonstrate
exercises - jumping jacks, leg lifts, etc

Working Conditions
Work is performed in a classroom/office setting where minimal exposure to injury exists. The
hours of work will generally be during regular business hours and average at least 40 hrs. per
week. There will be work variations in work hours due to special employee projects, deadlines,
and other concerns. PGCCS employees have the possibility of exposure to blood or other
potentially infectious materials through collateral duty to their routine work assignments, such
as rendering first aid if need arises, and seldom exposure to vibration, toxic conditions, odors,
dust, mold, and poor ventilation.