Anticipated Family Engagement and Transition Coordinator

 

Qualifications:

• Experience in special education, early intervention, or early childhood settings is preferred.
• Excellent communication, writing, and interpersonal skills.
• Lived experience, essential and preferred e.g., having a child with a disability that transitioned from Early Intervention to school age.
• Bachelor’s degree in education, Social Work, Counseling, or related field preferred.
• Experience in family engagement, community outreach, or educational coordination.
• Strong understanding of early childhood development and education systems.
• Proven ability to collaborate with diverse stakeholders.
• Knowledge of family support programs and resources.
• Strong organizational and project management skills.
• Familiarity with strength-based approaches and peer support models.
• Commitment to equity, diversity, and inclusion.
• A valid Pennsylvania driver’s license and reliable transportation are required.

Responsibilities:

• The Family Engagement and Transition Coordinator will facilitate a seamless transition into kindergarten for families and students. The coordinator will play a pivotal role in establishing a culture of empathy, acceptance, collaboration, and inclusion within schools while championing a strength-based approach. The coordinator is responsible for connecting families to essential resources, fostering effective collaboration between schools and families, and encouraging continued support throughout a child's educational journey.

• The essential functions of this position include, but are not limited to, the following fundamental duties:

• Resource Facilitation: Connect families with the necessary resources, services, and information required for a successful transition into kindergarten. Identify and address potential challenges to ensure a smooth start to the educational journey.
• Enhanced Collaboration: Foster stronger collaboration between schools and families, promoting a shared sense of responsibility for student success. Facilitate open communication, workshops, and events that encourage meaningful engagement and interaction.
• Cultivate School Culture: Promote a school culture rooted in empathy, acceptance, inclusion, and collaboration. Work with educators and administrators to integrate a strength-based approach that recognizes and harnesses the unique abilities of each student and family.
• Peer Support and Learning: Implement innovative model such as the Parent Café Model and the Parent to Parent of PA program, designed to facilitate peer support and relationship-building among families. Create opportunities for shared experiences that contribute to a sense of community.
• Sustainable Family Engagement: Maintain and elevate a high level of sustainable family engagement by developing and executing strategies that encourage ongoing involvement in students' education and school activities.
• Knowledge Transfer: Bridge the gap between Early Intervention (EI) professionals and schoolage systems by linking the knowledge, resources, and skills that families and professionals possess. Facilitate the integration of valuable insights into classroom practices.
• Resource Integration: Break down "silos" of resources and supports by establishing connections and collaborations with community organizations, service providers, and relevant stakeholders. Ensure families have access to a comprehensive network of support.
• Family Leadership: Empower families to become informed decision makers in their child's education. Equip them with the tools and knowledge needed to take an active role in shaping educational experiences, find more information on FAMILIES TO THE MAX: PA Statewide Family Network.
• Continued Relationships: Cultivate deep, enduring relationships between families and providers throughout the child's educational career. Encourage a seamless transition from early childhood to school-age systems.

Program/Classification:

• Early Intervention/Compensation Support Plan

Reports To:

• Director of Special Education and/or designee

Method of Evaluation:

• Performance of the job will be evaluated annually by the Director of Special Education according to the provisions of the Board’s Policy on Evaluation of Compensation Plan Employees.

Supervisory Responsibilities:

• None

Terms of Employment:

• The Family Engagement and Transition Coordinator shall be employed on a part-time basis.
• This position may include evening hours and overnight trips.

Physical/Sensory Requirements:

• The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this position.
• Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
• This is an active position requiring the ability to stoop, kneel, crouch, crawl, reach, stand, walk, and have the ability to lift and/or move objects or children up to 50 lbs.; verbal and hearing skills to effectively communicate; visual acuity to oversee projects, and make observations. Work is done mainly indoors but could include outside tasks.
• Must be able to negotiate stairs and rough terrain in the community and in homes.
• This position requires travel over a wide geographic area at least 50% of the scheduled time in order to provide service.