Founded in 1977, ZERO TO THREE works to ensure that babies and toddlers benefit from the early connections that are critical to their well-being and development. Our mission is to ensure that all babies and toddlers have a strong start in life. At ZERO TO THREE we envision a society that has the knowledge and will to support all infants and toddlers in reaching their full potential. Our Core Values Statement: We believe that how we do our work is as important as what we do. To learn more about ZERO TO THREE, please visit our website at zerotothree.org.
Regional Field Specialists (RFS) are responsible for providing Technical Assistance and Training (T/TA) to staff in their assigned Regional Office (RO). The primary focus of the position is to support ACF RO staff’s work with Head Start/Early Head Start programs and other early childhood programs, in particular efforts related to the design and delivery of comprehensive school readiness services for children birth-to-five. RFSs will introduce resources related to evidence-based development, teaching and learning practices and other topics that can be useful to RO staff as they provide oversight to HS/EHS grantees. RFSs will work in an ACF Regional Office and be available to provide T/TA on an individual basis or in groups, depending on the needs identified by the Regional Program Manager (RPM) and their staff. The RFS will report directly to the National Center on Early Childhood Development, Teaching and Learning’s (NC ECDTL) Integrated Services/Regional Team Manager. The RFSs will coordinate, when appropriate, with the other OHS IST representatives, to plan T/TA activities in their RO. RFSs will communicate regularly with the NC ECDTL Senior Regional T/TA Specialists and State Specialists, in order to share important information, especially data, related to the impact of the T/TA system’s work with programs within the twelve ACF Regions and their corresponding States, coupled with data and insights from the RO staff.
Essential Duties and Responsibilities
Provide focused support to Regional Office (RO) staff on school readiness and the implementation of the Office of Head Start’s (OHS) Birth to Five Early Learning Outcomes Framework in their work with grantees and the early childhood community at large. Efforts will include, but not limited to, supporting RO staff’s understanding of strategies for data aggregation, analysis, monitoring progress and continuous program improvement of programs’ school readiness goals.
Offer T/TA to Regional Office staff on early childhood care and education topics in order to increase their knowledge and ultimately strengthen regional efforts to apply evidenced-based practices in Early Head Start/ Head Start programs and other early childhood programs.
Design and deliver data consultation to Regional Office, T/TA partners, and Integrated Service Team (IST) members on regional and state level trends in grantee data, in order to help inform regional professional development planning and ongoing continuous improvement related to early childhood development, teaching and learning. Share with RO staff the latest resources and materials from OHS and the Office of Child Care’s (OCC) National Centers.
Build RO staff’s awareness of the role and importance of professional development for grantee staff as a part of continuous improvement. Address Practice Based Coaching as one type of evidenced-based professional development strategy. Support training and rollout efforts of coaching activities within assigned Region. Provide training, as needed, on related professional development topics, birth to five, using process consultation techniques.
Support the Office of Head Start’s effort to collect and analyze regional data.
Collaborate with National Center colleagues to provide direct support to RO staff members on a range of topics identified by OHS, OCC and RO leadership.
Work collaboratively with Early Childhood Specialists, Head Start State Collaboration Officers, and in rare instances with grantees. In addition, the Regional Field Specialist, in conjunction with the Integrated Service Team, comprised of representatives from other Head Start National Centers, will deliver training and technical assistance.
Communicate regularly with the National Center on Early Childhood Development, Teaching and Learning’s Senior Regional T/A Specialists and State Specialists to share information on the status of HS/EHS programs’ progress.
Performs other duties as assigned for the purpose of ensuring the efficient and effective functioning of the program.
Skills and Experience
Minimum of seven years of experience in the field of Early Care and Education with two years of experience with project coordination and/or management.
Strong knowledge of early childhood development birth to five;
Strong knowledge of CLASS Pre-K observation tool and other program, teacher and child-level assessment tools commonly used in early childhood preschool programs;
Strong knowledge of Head Start program development, the Head Start Program Performance Standards, Head Start Outcomes Framework, and HS technical assistance resources;
Strong knowledge of CCDF and Public Pre-K programming trends and regulations in states and territories;
Excellent conceptual, written and oral skills;
Experience with organizing, developing and providing technical assistance resources to a variety of audiences;
Ability to work with a team as well as independently;
Strong oral, written and computer skills;
Strong interpersonal skills;
Ability to read, analyze and interpret complex documents,
Ability to collect, organize, analyze and display various types of data, and
Able to travel.
Encourages and practices critical thinking
Is self-reflective and empathic
Recognizes the influence of workplace relationships on outcomes and results
Maintains a respectful and accepting approach to others
Awareness of the influence of the larger context on individual behavior
Collaboratively and creatively supports the work efforts of colleagues at all levels and in all areas of the organization
Master’s degree in Early Childhood Education or a related field preferred.
While performing the responsibilities of the job, the employee is constantly required to use finger dexterity as well as sufficient hand dexterity to use a computer keyboard and be capable of reading a computer screen. Also, may need to remain seated for long periods of time, have the ability to perform repetitive motions and reach for objects. Employee is frequently required to hold a writing instrument, communicate verbally, and hear well enough to detect nuances and receive detailed information. The may be required to grasp objects, push and pull objects, bend, stand, walk, squat or kneel. Vision abilities required by this job include close vision for data preparation or analysis, and expansive reading.
The work conditions described here is representative of those an employee encounters while performing this job. Depending on work location, the incumbent will typically work indoors in a heated and air-conditioned office, with a mixture of natural, incandescent and fluorescent light with low to moderate noise levels or be subject to working conditions conducive to a home office. When travel is expected, the incumbent will be exposed to outside environmental conditions during those times.
ZERO TO THREE: National Center for Infants, Toddlers, and Families is proud to be an Equal Opportunity Employer of Minorities, Females, Protected Veterans, and Individual with Disabilities
About ZERO TO THREE, National Center for Infants, Toddlers, and Families
Our mission is to ensure that all babies and toddlers have a strong start in life. At ZERO TO THREE, we envision a society that has the knowledge and will to support all infants and toddlers in reaching their full potential.
OUR CORE VALUES STATEMENT
We believe that how we do our work is as important as what we do.
By embracing our values, every member of the ZERO TO THREE community contributes to a healthy and positive culture, a more successful organization, and better outcomes for infants, toddlers and their families.
Passion and persistence in helping infants and toddlers thrive
The centrality of healthy positive relationships, including:
A commitment to family in our work and in staff work-life balance
Consistent and authentic collaboration
Respectfulness, inclusiveness and diversity
The highest standards of excellence in our work, including:
Integrity, openness, honesty and transparency
Opportunities for leadership and professionalism
Evidence-based learning and reflection
The freedom to make and learn from mistakes