Education Service Center Region 15.

• Early Head Start Child Development Associate Teacher

  Major Duties/Responsibilities:
  Plan and provide learning opportunities to students which support growth in the areas of cognition, early literacy and language, social development, play skills, fine and gross motor development, fine arts, adaptive/self-care skills, health and nutrition.
  Keep Region 15 ESC Early Head Start/Head Start Director fully informed.
  Provide opportunity for each child to experience success and reinforce all efforts.
  Interact with children during all indoor and outdoor activities.
  Reinforce acceptable behaviors and redirect unacceptable behaviors.
  Deal with individual problems on an individual basis.
  Use calm non-threatening voice.
  Take time to help children reflect on their actions/behaviors and redirect, when necessary.
  Demonstrate respect for each child and accept differences in children.
  Model correct speech patterns and vocabulary for children and correct through conversation.
  Maintain staff/child ratio at all times.
  Use brief, supervised separation from the group when appropriate for the child’s age and development; which is limited to no more than one minute per year of the child’s age.
  Implement ESC Early Head Start discipline policies.
  Promote positive behavior Practices directed to teaching the child acceptable behavior and self-control.
  Remind children of behavior expectations daily by using clear, positive statements at eye level with the child.
  Redirect children to prevent behavior problems.
  Use positive method of child guidance and will not engage in corporal punishment, emotional or physical abuse or humiliation.
  Will not employ methods of discipline that involve isolation, the use of food as punishment or reward, or the denial of basic needs.
  Extend learning to meet the individual needs of children.
  Include objectives, concepts, and strategies for meeting Infant/Toddler Frog Street Curriculum continuum in written lesson plans.
  Write daily lesson plans and keep them posted.
  Cooperate with partner teacher regarding schedules, lesson plans, classroom activities, materials and record keeping.
  Prepare and maintain an orderly and safe learning environment, daily.
  Plan and post daily schedule in classroom.
  Prepare and maintain weekly lesson plans for individual children.
  Provide for special needs of individual children in written lesson plans.
  Set up learning centers.
  Screen and complete an on-going assessment for each child throughout the program year.
  Ensure proper and adequate documentation and completion of required reports.
  Assist in the recruitment of parent volunteers and include them in planning.
  Provide parents opportunities to share their skills.
  Treat parents with respect.
  Maintain a bulletin board for dissemination of information to parents.
  Encourage and promote the involvement of fathers in all activities.
  Hold at least two parent/teacher conferences per program year to discuss child’s progress.
  Conduct at least two home visits per year for each child.
  Interact routinely with children in a positive manner.
  Promote feeling of security and trust in infants and toddlers by being warm, supportive, and comforting and by establishing strong and caring relationships.
  Foster developmentally appropriate independence in children through planned, but flexible program activities.
  Foster a cooperative rather than a competitive atmosphere.
  Show appreciation of children’s efforts and accomplishments.
  Ensure continuity of care for children by sharing with co-teacher information about each child’s activities and any verbal or written instruction given by the parent/guardian.
  Maintain current training in infant and Toddler child development including safety issues such as Sudden Infant Death and Shaken Baby Syndrome.
  Demonstrate competency, good judgment, and self-control in the presence of children and when performing assigned responsibilities.
  Relate to children with courtesy, respect, acceptance, and patience.
  Eat meals daily with children (sharing the same menu) and assist children with clean-up. Collaborate with Early Childhood Intervention to conduct developmental screenings of infants and toddlers’ motor, language, social, cognitive, perceptual, and emotional skills.
  Demonstrate sensitivity, cultural respect and a positive manner in relating with children and assisting Early Head Start parent and staff. Report suspected abuse, neglect and exploitation to Child Protective Services or to law enforcement.
  Ensure compliance with CACFP Guidelines.
  Complete all required training as specified in the minimum Child-Care Licensing Standard and maintain records for CDA renewal.
  Ensure CDA certification is renewed before the expiration date.
  On a monthly basis, maintain MyHeadStart documentation and ensure case notes are updated with current information.
  Document daily attendance and meal service for each meal at po

• Licensed Professional Counselor (LPC) Associate

  Location: Education Service Center Region 15
  Reports To: Director or Administrative Services/Federal Programs
  FLSA Status: Exempt
  Salary: Based on ESC Salary Schedule
  **Open Until Filled**
  
  Mission: Education Service Center Region 15 is dedicated to excellence in education through leadership, partnership, and service.
  
  Position Purpose: This position reports to the Director of Administrative Services/Federal Programs and is responsible for providing collaborative services to meet the counseling needs of individual students and staff, as well as providing program-wide supports while supporting a high-performance culture that emphasizes excellence, quality, productivity, and standards.
  
  Major Duties/Responsibilities:
  Provide collaboration, coordination, and support in the development and delivery of quality counseling services.
  Assist with consultations, referrals, planning, information distribution, and direct care services tailored to meet staff, students, and families' needs.
  Maintain a reasonable caseload of students with an additional focus on parent/guardian/family engagement.
  Compile, maintain, and file all reports, records, and other required documentation and adhere to all confidentiality standards of the counseling profession.  
  Maintain availability during extended hours as needed as a member of the ESC 15 Crisis Response Team.  
  Conduct suicide, trauma, violence, and risk assessments for students as needed.  
  Provide information, training, education, and consultation services to schools and communities concerning intervention issues. 
  Demonstrate high-quality customer services; build rapport/relationships with all stakeholders. 
  Demonstrate flexibility while working harmoniously in team settings and with other ESC staff. Maintain current Texas driver’s license and auto insurance and travel to provide home or community-based services and to attend professional growth activities and staff meetings. 
  Comply with program expectations as defined by the Program Director. 
  Perform other duties as assigned by the supervisor or the ESC 15 leadership team.
  
  Special Knowledge/Skills:
  Evidence of leadership skills, especially in the area of diverse populations and at-risk students 
  Ability to collaborate with diverse staff and community members in the delivery of programs and services to at-risk students  
  Working knowledge of state codes governing guidance and counseling services 
  Working knowledge of Multi-Tiered Systems of Support (MTSS), specifically Tier II and III services 
  Excellent organizational, communication, and interpersonal skills  
  Strong computer skills in working with internet and software programs 
  Ability to demonstrate courteous, supportive behaviors when communicating and collaborating with parents, community personnel, and staff 
  Ability to reflect and evaluate current practices to determine strengths and areas of growth to access professional development to improve practices
  
  Experience:
  Minimum of two (2) years preferred in counseling, education, or a related field (including practicum/internship) Strong preference for prior experience with children, youth, and families
  
  Term:
  This position is funded through a federal grant and will only be for two years (July 2024-June 2026). The position is dependent upon continued funding of the U.S. Department of Education and is an at-will position. If hired, employee will receive required supervision to obtain full licensure as professional counselor, dependent upon fulfilling all state requirements. Employee will receive additional professional training and will need to sign a non-compete agreement.