JobID 4298 : Parent/Program Coordinator - Preschool For All (#1837446)

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Job Title: Parent/Program Coordinator-Preschool for All (PFA)
Department:  Early Childhood                                     Location(s)  ARECC
Position Reports to (name and title) Principal of Early Childhood Center
Completed By and Date  Andrew McCree, October, 2019
Exemption Status   Exempt
 
Position Summary
The job of Parent Coordinator was established for the purpose/s of providing support to the instructional program with specific responsibilities for working with parents of children in the Preschool For All program and candidates for the program, promoting their involvement and providing information and/or direction; assisting parents in goal setting and educational development; developing and refining program materials; and assisting in transitioning students to preschool and kindergarten.      
                                               
Essential Duties and Responsibilities

% of Time Essential Duties – List in order of Importance
22% Monitor Data for Grant Compliance
  • Assists with follow-up grant activities such as monitoring program compliance (e.g. review of state requirements and ECERS) (Early Childhood Environment Rating Scale) as well as records of all parent attendance and home visits to secure funding for the program.
 
  • Prepares a variety of documents, reports and written materials to communicate program information to parents, staff.  Develop recommendations and/or convey information to improve program and meet all state requirements.
 
  • Maintains data and records, including confidential information (e.g. work/appointment schedules, parent involvement activities, contact logs, parent resources, etc.) to document and/or provide reliable information.
 
  • Collects data on risk factors, reviews screening materials and compilation of at-risk point sheet to determine eligibility in collaboration with the building preschool screening team.
 
  • Provide accurate and timely PFA data to building and district administration to assist with completion of quarterly and annual state reports to secure continued funding for the grant.
 
  • Provide student outcome data and overview of program components during grant application drafting process.
22% Transitioning
  • Coordinates screening component results (e.g. paperwork, verification of residency, screening questionnaires and parent interviews and transportation) to expedite entrance to the PFA program.
 
  • Assists parents and students in accessing outside agencies to maximize student success in all domains of child development (e.g. park district/YMCA scholarship, state and federal programs, food pantry resources, etc.).
 
  • Attend necessary IEP meetings for PFA students transitioning into the program initially and transitioning to kindergarten programming, as well as annual reviews.
 
  • Acts as liaison to parents and students transitioning from Early Intervention, state funded Prevention Initiative program and the community to remove barriers to school.  Facilitates the transition from PFA programming to Kindergarten to enhance school success at 14 elementary schools in.
 
  • Assist parents through the transition to kindergarten and elementary school procedures which may include education on dual language program, kindergarten preview day, home and school involvement, medical record requirements, etc.
21% Family Interaction
  • Plans and prepares parent workshops and meetings and coordinates efforts with the Parent Engagement Committee to decrease parent isolation and develop parent involvement with their child's school activities.
 
  • Participates in home visits and responds to potential emergencies encountered during home visits to ensure safety of all parties.  Coordinates with support staff (Social Workers, Psychologists, ELL Coordinator, and others) e.g.  When a student has excessive absences the coordinator is intervening with parents through a home visit and assists with resolution. In the event of possible child endangerment, coordinator reports to appropriate outside agencies on behalf of the child and family.
 
  • Attends school-sponsored day and evening events such as open house and parent-teacher conferences, to supporting district and school objectives.
 
20% Collaboration with Community & Staff
  • Collaborates with staff, parents and guardians to evaluate complex situations, problem-solve with families and professionals, taking action when necessary and initiates referrals to appropriate professionals to enhance probability of student success in school (e.g. county mental health resources).
 
  • Participates in a variety of meetings, workshops and committees (e.g. parent-student workshops, educational seminars, department in-service, ISBE, meetings with teachers and administrators, etc.) to continue professional growth, stay current with new state legislation and remain knowledgeable overall to follow program guidelines.
 
  • Responds in a timely manner to inquiries from internal and external sources (e.g. other district staff, outside agencies, parents) to provide program information while following state guidelines.
 
  • Follow-up with grant activities, state compliance factors and ECERS assessment requirements for evaluation of the PFA grant by the state. This involves classroom observation and feedback to staff regarding compliance status. (E.g. after attending training on grant compliance and the ECERS assessment, the program coordinator will present information to staff).
 
  • Supports the building screening team by meeting with Spanish-speaking families and other potential PFA student families to help facilitate federal child find requirements.
 
  • Confers with teachers and creates a daily snack menu for PFA students to follow the state requirements.  Responds to staff requests for student school supplies in a discrete and timely manner.
 
  • Works with building staff to secure backpacks, winter coats and holiday gifts for all qualifying PFA families on a yearly basis.
 
Non-Essential / Marginal Responsibilities (if applicable)List other duties which are non-essential/marginal parts of this job and estimate the % of time spent on each responsibility.   Non-essential duties are those duties that can successfully be reassigned to other staff on a permanent basis should the incumbent/candidate be disabled. 
 
% of Time Non-Essential Duties(if applicable)
5%
  • Translates school to home parent /school related materials and serves as an interpreter when necessary to ensure effective communication with families.
5%
  • Perform building responsibilities (e.g. bus duty, door duty, other) to ensure the safety of students and staff and the effective operation of the school.
5%
  • Conducts shopping for Supplies and Snacks for PFA Program.
 
Education and Experience
  • SKILLS are required to perform single, technical tasks using existing skills. Specific skill-based competencies required to satisfactorily perform the functions of the job include: applying pertinent laws, rules and regulations; and utilizing pertinent software applications.
  • KNOWLEDGE is required to perform basic math; understand written procedures, write routine documents, and speak clearly; and analyze situations to define issues and draw conclusions. Specific knowledge-based competencies required to satisfactorily perform the functions of the job include: infant and preschool development stages; parenting methods; and community resources.
  • ABILITY is required to Flexibility is required to independently work with others in a wide variety of circumstances; work with data utilizing defined but different processes; and operate equipment using defined methods. Ability is also required to work with a significant diversity of individuals and/or groups; Specific ability-based competencies required to satisfactorily perform the functions of the job include: being attentive to detail; communicating with persons with varied cultural and educational backgrounds; establishing and maintaining constructive relationships; and maintaining confidentiality meeting schedules/deadlines.
  • RESPONSIBILITY includes: working under limited supervision using standardized practices and/or methods; operating within a defined budget. Utilization of some resources from other work units is often required to perform the job's functions. There is a continual opportunity to impact the organization's services.
 
Additional requirements include: Ability to travel to family homes.  Will require some outside student supervision.
  • Bi-Lingual in Spanish & English is Strongly Preferred
  • Job related experience is required.
  • Bachelor’s degree in job related area.
  • Valid Driver's License & Evidence of Insurability 

Supervisory Responsibilities (if applicable) - None.
 
Decision-Making Responsibility (if applicable) -
Responsibilities include: working under limited supervision following standardized practices and/or methods; leading, guiding, and/or coordinating others; and directing the use of budgeted funds within a work unit. Utilization of resources from other work units is often required to perform the job's functions. There is some opportunity to significantly impact the organization's services.
 
 
 

Posted By

Naperville Community Unit School District 203

203 W Hillside Rd, Naperville, IL 60540-6500
 
Insights
Compare with State

Amount per Student

$17,912 (USD)

State Average: $13,341 (USD)

% ELL Students

5%

State Average: 10%

Student Teacher Ratio

15.14

State Average: 15.71

% IEP Students

11%

State Average: 15%

FTE

2,403

State Average: 246