Are you an early childhood professional adept at building relationships and guiding others to reach their potential? QUALITYstarsNY is looking for Program Quality Coaches to join our expanding Quality Improvement team.
What is a Program Quality Coach?
Reporting to the Coaching Manager, the Program Quality Coach provides coaching for a caseload of early childhood programs, and collaborates with QUALITYstarsNY Quality Improvement Specialists to set and accomplish performance-based goals that align with the program’s Quality Improvement Plan. This role works in an assigned region(s), visiting program sites to support leaders, providers, and/or classroom staff in implementing strategies and practices that enhance child development, learning, and family engagement. The Program Quality Coach collaborates with Quality Improvement Specialists, Regional Quality Improvement Coordinators, New York Early Childhood Development Institute coaching teams, and central office staff.
A Program Quality Coach for QUALITYstarsNY can expect to deliver on-site coaching to program leaders and staff, develop and maintain coaching action plans, represent QUALITYstarsNY at events and conferences, and be an ideal public-facing representation of QUALITYstarsNY’s values of ethics, professionalism, and cultural competence.
Where Does a Program Quality Coach Operate?
We are looking for several Program Quality Coaches in the downstate (New York City, Long Island, and Mid-Hudson regions) and upstate areas (Western NY, Central NY, Finger Lakes, Southern Tier, Mohawk Valley, North Country and Capital regions). This position will require travel to sites in your designated regions.
What Does an Ideal Candidate Look Like?
A qualified candidate will hold a Masters degree in early childhood education, a New York State Training and Technical Assistance Professional (T-TAP) Credential Teacher designation or be able to obtain within 6 months of hire, 2 years relationship-based coaching experience, and experience working with or an understanding of structures of various early childhood program types. This person will also possess exceptional interpersonal skills, an ability to articulate and engage in linguistically and culturally responsive practices, to develop and sustain successful collaborative relationships, excellent oral and written communication skills, and a knowledge of virtual communication platforms. Strong preference is given to candidates bilingual in Spanish, Russian or Mandarin, and who hold the Children’s Program Administrator Credential (CPAC).