Parent Educator - Parents as Teachers
CLASSIFIED SALARIED POSITION
Purpose Statement
The job of Parent Educator - Parents as Teachers is done for the purpose/s of implementing the Parents as Teachers model; developing school readiness skills for families with children birth through five years old; working in the family's home environment to provide caregiver instruction and support to assigned families regarding child development and related issues; providing screenings and assessments in accordance with established Parents as Teachers requirements; and consulting and collaborating with caregivers, school personnel and community professionals to facilitate a positive home environment and success in school.
Essential Functions
- Collaborates with other program personnel, school personnel and community professionals (e.g. teachers, school administrators, psychologists, social workers, mental health workers, etc.) for the purpose of improving the quality of the family environment through the implementation of individualized solutions to issues that otherwise could impede student learning.
- Conducts screenings for the purpose of early detection of developmental delays and health issues and to provide education and guidance to caregivers about their children's developmental stage.
- Conducts personalized visits in the family's home for the purpose of providing research-based child development information, developmental screenings, family assessments, caregiver support and guidance and connections to community resources, leading to a greater opportunity for their success at school.
- Conducts caregiver activities (e.g. group connections, play groups, parent classes, etc.) for the purpose of building social connections and providing research-based information, guidance and support that will enhance children's home environment leading to a greater opportunity for their success at school.
- Coordinates referrals to early intervention agencies for the purpose of identifying developmental delays and health issues and obtaining services for families.
- Maintains a variety of records (e.g. confidential and non-confidential; electronic and manual, etc.) for the purpose of ensuring documentation according to the Parents as Teachers model and administrative and legal requirements.
- Observes the family environment and models parenting behaviors for the purpose of guiding caregivers in understanding stages of child development and positive discipline practices, identifying family's strengths and weaknesses and providing information and support to decrease instances of child abuse and neglect.
- Orients caregivers to school programs and services for the purpose of transitioning children as needed and assisting caregivers in understanding responsibilities and instructional methods that will enhance their children's learning success.
- Participates in various meetings (e.g. advisory board, training, department meetings, reflective supervision, etc.) for the purpose of conveying and/or receiving information required to successfully provide services within their area of responsibility.
- Prepares various program related documents (e.g. reports, memos, letters, agenda, minutes, etc.) for the purpose of documenting activities, providing written references and communicating information to school and district personnel, the public, state officials, etc.
- Represents the program to interested parties within the community (e.g. district personnel, caregivers, community agencies, etc.) for the purpose of promoting the services and goals of the program, responding to inquiries, recruiting families, resolving problems, and/or referring to appropriate personnel.
- Researches a wide variety of information (e.g. state requirements, current practices, various instructional materials, etc.) for the purpose of developing skills and maintaining a working knowledge of the current practices and program requirements.
- Staffs office as scheduled (e.g. clean toys/furniture, conduct parent activities, organize lending library, provide support functions, etc.) for the purpose of maintaining the program's office and operations.
- Uses program data for the purpose of continuous quality improvement, analyzing and planning program services and providing Parents as Teachers program data to local, state and national entities as required.
Other Functions
- Performs other related duties, as assigned, for the purpose of ensuring an efficient and effective work environment.
Job Requirements: Minimum Qualifications
Skills, Knowledge and Abilities
SKILLS are required to perform multiple, technical tasks with a need to occasionally upgrade skills in order to meet changing job conditions. Specific skill based competencies required to satisfactorily perform the functions of the job include: analyze a wide variety of information; deliver services in a home and/or community setting; effective and efficient time management; individualize services and presentation of information; operate standard office equipment including pertinent software applications and an online data management system; plan and manage projects; prepare and maintain accurate records; strong communication and interpersonal skills (e.g. empathetic, nonjudgmental, objective, observant, patient, reflective, tactful, etc.); strong organizational and record keeping skills; and work independently and be self-motivated (often in the field).
KNOWLEDGE is required to perform basic math, including calculations using fractions, percents, and/or ratios; read technical information, compose a variety of documents, and/or facilitate group discussions; and analyze situations to define issues and draw conclusions. Specific knowledge based competencies required to satisfactorily perform the functions of the job include: age appropriate activities; knowledge of situations that may impact families such as domestic violence, homelessness, mental illness, poverty and substance abuse; knowledge of parenting and child development in relation to culture, race, gender, sexual orientation, religion, ability, or socio-economic status; and possess a knowledge base aligned with contemporary research based best practices in child development, skill acquisition, literary and parenting.
ABILITY is required to schedule a number of activities, meetings, and/or events; gather, collate, and/or classify data; and use job-related equipment. Flexibility is required to work with others in a wide variety of circumstances; work with data utilizing defined but different processes; and operate equipment using standardized methods. Ability is also required to work with a significant diversity of individuals and/or groups; work with data of varied types and/or purposes; and utilize a variety of job-related equipment. Problem solving is required to analyze issues and create action plans. Problem solving with data requires independent interpretation of guidelines; and problem solving with equipment is limited. Specific ability based competencies required to satisfactorily perform the functions of the job include: adapt to changing work priorities; communicate sensitively with diverse groups or individuals; convey a professional image; establish rapport with and empower families by building on their strengths; maintain confidentiality; meet deadlines and schedules; partner, facilitate, and reflect; set priorities with time and caseload management; self-motivated to work as part of a team and independently; work hours beyond the normal work day (evenings and weekends); adhere to district policies; and regular attendance except when taking approved leave.
Responsibility
Responsibilities include: working under limited supervision using standardized practices and/or methods; leading, guiding, and/or coordinating others; tracking budget expenditures. 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.
Working Environment
The usual and customary methods of performing the job's functions require the following physical demands: significant lifting, carrying, pushing, and/or pulling, frequent stooping, kneeling, crouching, and/or crawling and significant fine finger dexterity. Generally the job requires 40% sitting, 30% walking, and 30% standing. The job is performed under minimal temperature variations and under conditions with some exposure to risk of injury and/or illness.
Experience Job related experience with increasing levels of responsibility is desired.
Education Targeted, job related education with study in job-related area.
Equivalency Bachelors degree in early childhood education, social work, health, psychology or a related field.
National PAT Certified desired
Reliable Transportation
Valid Driver’s License & Evidence of Insurability
Continuing Educ./Training
10-20 hours of professional development annually
Parents as Teachers Training
Kansas Bureau of Investigation
Kansas Department for Children & Families
Physical and Tuberculosis Clearance
FLSA Status Approval Date Salary Range
Non Exempt 18
