Position Overview

The Next Door Student Support Supervisor is responsible for ensuring the identification, recruitment, assessment and provision of early intervention services to Head Start (HS) and Early Head Start (EHS) children with suspected and active developmental delays, and ensuring that Next Door meets the program requirement of a minimum of 10% of enrolled children with identified special needs. This person will oversee staff and ensure high quality and appropriate services are occurring, which includes the development of IEP records and files, FBA/BIPs, data reporting, schedules, and assessments.

This person will oversee and coordinate efforts utilizing multiple challenging behavior frameworks and to address challenging behaviors and mental health issues in children ages birth through 4 years old across all programming options. This person will lead the Positive Behavior Support team and support and maintain community mental health partnerships to align strategically with Next Door's mission. This support will align with the Pyramid Model framework, Head Start Performance Standards and the Wisconsin Model Early Learning Standards that support continuous improvement in child outcomes in the domain of Social Emotional development and School Readiness.

Responsibilities/Duties/Functions/Tasks

Mental Health Duties

• Promote practices that support young children's social and emotional development and prevent challenging behaviors.
• Ensure provision of mental health consultation for all Next Door programs on a consistent and regular basis.
• Provide ongoing professional development, training and guidance regarding mental health and behavioral challenges to staff multiple times per year.
• Work collaboratively with staff and parents in the development of behavioral plans.
• Monitor implementation and quality of behavioral plans.
• Monitor sensory rooms once a month.
• Effectively understand, articulate FAN approach, PTR-YC, IECMHC and Pyramid Model to staff, parents and other professionals.
• Build relationships and manage coordination with ongoing and potential community partnerships for the goal of continuous quality improvement.
• Monitor Child Plus mental health reports and create own tracking systems as needed. Further, analyze and monitor Program Information Report (PIR).
• Provide oversight of agency grief response and development of crisis response resources.
• Have an understanding of typical development in young children and processes when child is exhibiting atypical development.
• Collaborate effectively with the Health and Education Departments
• May provide classroom observation and maintain small caseload dependent on workload of direct reports.
• Demonstrate strong interpersonal skills and have knowledge in effective Reflective Supervision skills.
• Have an understanding of data analysis to help construct and maintain data reviews that will assist with continuous quality improvement.
• Have an understanding of cultural competency with diverse populations
• Assist in development and ensure adherence to Next Door's Mental Health policies/procedures
• Ensure adherence and knowledge of the Early Head Start and Head Start Standards for oneself and direct reports.
• Attend Next Door functions and family engagement events when necessary.
• Attend mandatory trainings/meetings which may require out of state travel as required
• Maintain Confidentiality
• Perform other duties as assigned.

Disabilities Duties

• Ensure delivery of comprehensive special education services for students with a wide range of learning, cognitive, emotional, behavioral, and physical disabilities who are enrolled in Early Head Start, Head Start Next Door programs (0-4 services)
• Ensure compliance with IDEA (Individual with Disabilities in Education Act), Wisconsin common core standards, Wisconsin Model Early Learning Standards and Head Start performance standards.
• Ensure that referrals for EHS and HS and children needing early intervention services are systemically tracked and monitored.
• Remain current in knowledge of laws, regulations and public policies in the field of early childhood and early childhood special education as well as knowledge regarding best practice.
• Establish monitoring system of developmental screening follow up procedures and systems in conjunction with HS and EHS leadership, supervisors, teachers and education managers.
• Pursue, develop and maintain community partnerships within the Early Intervention arena to enhance service for families.
• Maintain a collaborative relationship with partners in the metro Milwaukee community.

Management and Supervision Duties:

• Interview, hire and train department staff.
• Ensure collaboration between disabilities staff/consultants and regular education classroom teaching teams to design/deliver services to young children with disabilities.
• Provide ongoing reflective supervision and evaluate the performance of staff.
• Conduct regular team meetings and assist with topics for PD days.
• Participate in development of program policies and procedures.
• Contribute to all agency and program self-assessment procedures.

Accountability and Performance Requirement:

All staff members are accountable for knowing and performing the responsibilities associated with their individual position in an efficient and effective manner; understanding that each of us plays in integral role in the success of our mission. All staff will support the agency mission, vision, standards of conduct/code of ethics, administrative decisions and strategic directions by maintaining a positive work environment and by behaving/communicating in an appropriate manner with children, families, colleagues, supervisors and the community while achieving performance expectations.

• Bachelor's degree required; preferably in Early Childhood Education, Psychology, Counseling or related field.
• Must have experience in infant and early childhood mental health and children with challenging behaviors.
• Knowledge and expertise in implementing school wide PBIS in early childhood programs.
• Knowledge and experience with the Wisconsin Pyramid Model for Social Emotional Competence and Wisconsin Model Early Learning Standards within early care and education settings.
• Knowledge of Trauma and Adverse Childhood Experiences (ACES) and implications.
• Excellent oral and written communication skills and strong organizational skills.
• Must have excellent interpersonal skills and be able to relate well to children, families, staff and the community.
• Must be culturally competent working with diverse, low-income children and families.
• Knowledge of infant and early childhood mental health principals, health services systems and community resources.
• Exceptional knowledge on infant and preschool mental health, interventions and strategies to help foster growth and knowledge of expertise in staff.
• Knowledge and expertise in promoting growth and development in children for any of the developmental domains, (language and literacy, health and physical development, approaches to learning, social emotional development, creative arts, science, mathematics and sensory integration).
• Successfully pass the Caregiver Background Check.
• Successfully pass a physical examination upon hiring and every 2 years thereafter
• Must have a valid Wisconsin's Driver's License, motor vehicle and adequate liability insurance as required by agency policy and state liability regulations.
• Knowledge of childcare licensing requirements.
• Have knowledge of screening and assessment tools, as well as referral and community resources.
• Ability to work as a cooperative and supportive team member.
• Ability to communicate and cooperate with various professionals and community groups.
• Must stay current in research trends in early childhood development.

Safety and Health

Next Door is committed to providing a safe work environment and to fostering the well-being and health of its employees. An essential part of each employees' job is the development of safe working practices and the observance of safety rules, including:

• Following safety warnings and directions at all times.
• Using personal safety devices when required.
• Reporting any unsafe conditions to supervisor.
• Following process for reporting suspected child abuse and neglect.
• Reporting unsupervised children, after ensuring child's safety.

Physical Demands

• Primarily active work; occasionally lifting up, holding or moving up to 50 lbs.

Physical Activity

• Bending, stooping, kneeling, sitting on the floor, walking/transporting, handling, feeling reaching, climbing, balancing, crouching, crawling, talking and speaking clearly, hearing conversation level, tasting, smelling and seeing; ability to interact daily with children outdoors in varied weather condition.

Work Environment

• Mainly classroom setting and travel to various sites for meetings.

Personal/Physiological

• Ability to make frequent, significant decisions to understand and react to the development process of children.
• Ability to respond quickly and competently to an emergency or crisis situation in order to keep children safe.