Mental Health & Disabilities Coordinator

Section 1 – Job Performance

Quality of Work

Provides child development support related to developmentally appropriate social-emotional milestones of children birth to five and mental health.

Provides guidance to staff on implementing and interpreting social-emotional and disability screening and assessment tools and findings.

Observe and monitor classrooms as designated by policy and procedures.

Monitor to ensure that staff provide families access to needed services and develop support systems within the community through a referral and follow-up process.

Ability to establish and maintain accurate records and methods for systematic reporting of statistical data.

Complete work assignments remotely as needed.

Job Knowledge

Provides ongoing support regarding classroom management, routines, transitions and behavior management systems.

Provide ongoing support regarding suspected child abuse and neglect.

Assist CSS in making modifications to the learning environment to ensure maximum participation for all children with identified disabilities.

Determine needs for adaptive equipment for children with special needs. Assist in securing and tracking appropriate materials.

Provides strategies and models ways to work with and support children birth to five.

Ensure a developmentally appropriate mental health curriculum is utilized in classrooms.

Ensure Program Policies, Procedures, Performance Standards and licensing requirements are met through frequent onsite monitoring of centers; and utilizes Child Plus , TSG data and regular reports to ensure services and accurate recordkeeping occurs for Exams, Assessments, Screenings, Referrals and Follow-up as required.

Knowledge of the delivery process for education, child development, social services and health.

Knowledge of Social Services, Early Childhood Development and Education, Best Practices, Head Start Performance Standards, State Licensing Regulations, and ITERS/ECERS requirements.

Ability to understand and follow any oral or written instructions and make mathematical computations and tabulations accurately.

Serve as a resource for content area providing direction and guidance as needed.

Initiative

Ensure that the HS/EHS program meets the Performance Standards by ensuring that 10% of actual enrollment includes children with a documented disability.

Compile, report, and analyze TSG Child Outcomes.

Performs observations on classroom dynamics as appropriate and needed.

Designs and implements program practices responsive to the identified behavioral and mental health concerns of an individual child or group of children.

Plan and participate in schedule management team meetings, staff meetings, conferences, training sessions, workshops, and In-Service as assigned

Conduct site visits on a regular basis.

Provide monthly reports to supervisor.

Analyze the HS/EHS Program Information Report (PIR) and other relevant data to determine accuracy and areas in need of improvement and provide recommendations for strategies to address needs.

Section 2 - Personal Performance

Dependability

Provides documentation of all child mental health observations.

Establish and maintain a record-keeping system to monitor status and progress of all mental health and disability services.

Ensure all paperwork is accurate and submitted timely.

Make and approve appropriate purchases as needed.

Ability to provide active leadership for program staff in content area specialty.

Submit accurate and timely employee time, attendance and mileage reports.

Attendance & Punctuality

Attend training and in-service as assigned.

Ensure all paperwork is accurate and submitted timely.

Regular attendance and timely arrival to assigned work site.

Submit accurate and timely employee time, attendance and mileage reports.

If office closes due to COVID19, maintain and submit daily work audit form to supervisor.

Relationship Building Skills

Collaborate with education staff in developing strategies and techniques to provide early intervention for children who display behavioral challenges and disability concerns.

Meets with classroom teachers to review classroom observations, as well as develop and implement plans as needed.

Serve as a support/resource for center staff.

Develop strategies for involving parents in all areas of the program with particular emphasis on involving fathers/males.

Participate in Management Team activities.

Flexibility

Seek ways to improve program operations.

Ensure changes are made in response to changing regulations, trends or programmatic decisions.

Volunteer to perform duties outside or within central office as the need arises.

Ensure site visits reflect a typical day for center and does not coincide with monitoring of other staff.

Communication Skills

Provides ongoing mental health and early intervention support to classroom staff, children and families.

Participate in communication with CSS, Coordinators, and Supervisor via e-mail, phone, fax, face-to face, etc. during predetermined hours and in an efficient manner, making accommodations for emergencies.

Provide Monitoring results to CSS, Program Coordinators, and Supervisor.

Provide guidance for information shared during center team meetings to develop and assess goals for children and families.

Provide direct consultation and guidance to staff on matters relating to courses, procedures, and learning strategies.

Provide consultation with staff regarding family survey results, as needed.

Maintain contact with staff to continue support/monitoring of in-person and virtual services.

Assist in the compilation and completion of Self-Assessment and Community Assessment and participate in the analysis of data for training and planning purposes.

Teamwork

Works with center and classroom staff to effectively provide early intervention practices in place.

Collaborate program progress with School Readiness Goals and Child Outcomes throughout the program year.

Promotes and supports mental health and social and emotional well-being of staff, children, and families.

Provide direct supervision to Center Supervisory Staff and Family Partners as assigned.

Assist in planning and conducting Education Advisory Committee meetings and Health Services Advisory Committee meetings.

Participate in Teambuilding activities.

Assist in the compilation and completion of Self-Assessment/Community Assessment and participate in the analysis of data for training and planning purposes.

Customer Services

Establishes relationships and communicates with family members and staff.

Meets with families to consult on child and family needs and create or follow-up on plans to support these needs.

Work closely with education and family service staff to ensure smooth transitions for enrolled children and families needing disability services.

Maintains an ongoing relationship with local mental health agencies and Local Education Agencies/Tennessee Early Intervention System in order to ensure family access to local services to include the review and revision of interagency agreements.

Participate in IEP/IFSP Meetings and Parent Staffings, as appropriate, providing guidance to develop goals for children and families.

Participate in Child Find activities and assist in recruitment efforts, including with children with severe disabilities.

Assist in ongoing recruitment targeting children from low-income families, children with disabilities and pregnant women, and complete HS/EHS applications as needed.

Adhere to Agency’s HS/EHS confidentiality policy, professional ethics and standards, demonstrating work habits which comply with Agency Personnel Policies and Procedures.

Section 3 – Personal Improvement

Decision Making

Ensure center services occur according to established procedures.

Participate in budget planning.

Review and modify job descriptions, plans, policy and procedures as needed.

Supports Quality Improvement

Conduct CLASS observations as needed.

Conduct TPITOS observations as needed

Plan and participate in schedule management team meetings, staff meetings, conferences, training sessions, workshops, and In-Service as assigned.

Conduct targeted training when identified needs occur.

Explore and share ongoing ideas/solutions for program and content area specific improvement.

Professional Development Growth

Obtain CLASS reliability certification.

Obtain Practice Based Coaching credentials.

Attend training and in-service as assigned.

Participate in and conduct in-person and virtual meetings/training.

Ensure PDP goals have been met.

 

Qualifications

Licensure or Certification in the Mental Health Field. (Required)

Three (3) years’ prior experience in serving children birth to five. (Required)

Masters level education or Doctorate (Preferred)

Bilingual (Preferred)

Satisfactory physical examination prior to beginning work and every five years thereafter.

Must possess a valid Driver’s License and current Automobile Liability Insurance.

Satisfactory criminal background check prior to hire and every 5 years thereafter. Drug testing as required.

 

Required Knowledge & Abilities: 

Ability to exercise discretion and independent judgment with respect to matters of significance. 

Knowledge of the delivery process for education, child development, social services and health. 

Ability to provide active leadership for program staff in content area specialty. 

Knowledge of Social Services, Early Childhood Development and Education, Best Practices, Head Start Performance Standards, Assessment Instrument & State Licensing Regulations. 

Ability to establish and maintain an effective working relationship with the general public and fellow employees. 

Ability to prioritize a complex workload. 

Ability to understand and follow any oral or written instructions and make mathematical computations and tabulations accurately. 

Ability to establish and maintain accurate records and methods for systematic reporting of statistical data. 

Ability to travel extensively within assigned area. 

Ability to be a mandated reported for suspected child abuse or neglect. 

Ability to promote a positive and encouraging work environment. 

Ability to assist in other positions as needed. 

While performing the duties of this job, the employee is frequently required to sit; stand; stoop; bend; walk; talk; hear; use hands to grip, type; reach with hands and arms, occasionally required to stand or walk on uneven surfaces; climb stairs; run. 2 to 4 hours per day spent in strenuous physical activity, lifting up to 60 lbs. six or eight times in a 7.5-hour day and other duties as assigned.