Become a Baby Signs® Independent Certified Instructor and help babies communicate!

We're looking for passionate early childhood educators, speech-language pathologists, early interventionists, and other child development professionals to join our team of Independent Certified Instructors. As an instructor, you'll have the opportunity to teach Baby Signs® classes to families and professionals in your community, as well as access to our comprehensive training program and ongoing support and resources.

The Baby Signs® Program is a research-proven early intervention program that has helped thousands of babies and toddlers learn to communicate. Our instructor training program will teach you how to teach Baby Signs® to families and professionals, as well as how to develop and implement effective teaching strategies.

Our training program is flexible and accessible, so you can learn at your own pace and in your own time. Once you're certified, you'll be able to teach Baby Signs® classes to families or professionals who work with pre-verbal infants and toddlers.

Here are some of the benefits of becoming a Baby Signs® Independent Certified Instructor:

• Opportunity to make a difference in the lives of families: the Baby Signs® Program is a proven way to help babies and toddlers learn to communicate, and as an instructor, you'll be able to share this life-changing program with families in your community.
• Access to comprehensive training and support: Our training program is designed to give you the skills and knowledge you need to be a successful instructor, and we offer ongoing support and resources to help you stay up-to-date on the latest research and best practices.
• Flexibility: You can teach Baby Signs® classes on your own schedule and in a variety of settings, including community centers, child development centers, and other children's health and educational facilities.

If you're passionate about helping babies communicate and learn, then becoming a Baby Signs® Independent Certified Instructor is a great way to make a difference in the lives of families.

To learn more about becoming a Baby Signs® Independent Certified Instructor, visit our website or contact us today. 

For more information visit https://babysigns.com/teach or email  training@babysigns.com

**Instructors needed throughout the US and Canada**

Job Summary

Under the direction of the Children’s Center’s Director the Site Supervisor/Curriculum Coordinator plays an integral part of the Center’s administrative team and assist the Director in the development of curriculum practice and policy and long term planning. Work collaboratively with other staff to achieve high quality curriculum standards under the curricular guidelines of the National Association for the Education of Young Children (NAEYC). This position will have part-time duties in the classroom, in addition to the office. Plan and implement a well-balanced curriculum program of age appropriate experiences and activities designed to meet the physical, emotional, social and cognitive needs of the children. This person must be able to work well with others and be willing to fulfill their responsibilities in accordance with the Center’s mission, goals and philosophy. Under the direction of the Children’s Center Director, this person will train, observe, and guide the teachers to ensure that the teaching staff provide responsive care, rigorous curriculum, and a safe, developmentally appropriate environment.

Job Description

Position Specific Accountabilities: Site Supervisor/Curriculum Coordinator 
Work closely with Director and staff in establishing responsive care and curriculum guidelines in line with the LMUCC philosophy.

Provide overall leadership, guidance and supervision of teaching staff to ensure that the teaching staff provides responsive care and a safe, developmentally appropriate environment. To ensure curriculum provides children with challenging opportunities in all domains of development and to make appropriate curriculum adaptations for children with special needs.

Support the teams’ professional growth by providing direction, and coaching, for staff. Work closely with the teachers in the classroom collaborating in the curriculum process through modeling and training in the classroom and in individual or team meetings to support the curriculum cycle.

Train teachers in documentation that effectively demonstrates children's learning through curriculum. To support and train new staff in the emergent curriculum process including but not limited to the: observation, implementation and documentation cycle. Including conducting their own documentation on school-wide curriculum work including making panels. 

Conduct weekly team meetings to provide for ongoing discussions concerning children's progress and behaviors. Effectively promote and maintain sense of teamwork with staff; effective facilitation of group problem solving. 

Work closely with teachers and the Director in planning and maintaining developmentally appropriate environments (indoors and outdoors).  Maintaining areas designated for dissemination of staff and children’s work (i.e., hallways, bulletin boards, walls etc.). To work closely with the Center Director in purchasing, caring for and keeping inventory of classroom materials, including books, art materials, toys, furniture, etc.

Document and connect the curriculum in the program to the extended LMU community on campus. Consult with and relate to other campus departments and community organizations in an outreach capacity.

Serve as a resource and site supervising teacher for LMU student interns in their site fieldwork component.

Cooperate with other staff through attendance and active participation in staff meetings and addressing school wide concerns as deemed necessary by the Direc­tor.

Develop meaningful partnerships with parents through facilitation of open, supportive communication on an ongoing basis. Develop and assist in facilitating parent programs and events.

Provide necessary information to parents concerning their child's development by conducting parent conferences, including overseeing DRDP assessments, with each family at least twice a year, and additionally as needed. Provide information about community resources to parents and staff.

Perform other duties as assigned or requested by the Director.

Loyola Marymount University Expectations
Exhibit behavior that supports the mission, vision, and values of the university. Communicate and employ interpersonal actions that model high standards of professional, responsible, accountable, and ethical conduct. Demonstrate a commitment to outstanding customer service.

Requisite Qualifications
• Typically a Bachelor’s Degree in Early Childhood Education or related field.  Incumbent will be expected to continue upgrading knowledge, skills, and abilities needed to keep abreast of regulation/policy changes.
• Minimum 3 years of classroom teaching experience in developing and implementing early care and education programs for children 2 months to 5 years of age. 
• Demonstrated knowledge in the areas of: Reggio Emilia; Resources for Infant Educarers (RIE); and the Program for Infant toddler Caregivers. Certification in the latter two preferred. 
• Experience in NAEYC accreditation process and with developmental, play-based approaches preferred.
• Exemplary communication skills (both written and oral) and a demonstrated ability to understand and balance the needs of all of the center's primary clients: children, parents, teachers and the LMU community.
• Ability to respect cultural differences in early childhood education and parenting practices and works to mediate these differences in ways that are acceptable to parents and staff.
• Highly developed organizational and leadership skills. Experience managing, motivating, supporting and a team.
• Demonstrated computer competency and preferably knowledgeable of idesign/photoshop/zoombrowser systems.

The above statements are intended to describe the general nature and level of work being performed. They are not intended to be construed as an exhaustive list of all responsibilities, duties and skills required of personnel so classified.

PHYSICAL DEMANDS: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Constantly required to sit, feel, use finger movement, speak clearly, hear conversation, and see near and far. Frequently required to stand and walk. Occasionally required to lift, carry and push up to 25 lbs., stoop, kneel, reach high and low, use depth perception.

WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The work environment is normal.

MENTAL DEMANDS: Mental demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Frequent calculating, interrupted work, variety of interrelated tasks, sustained concentration, and use of reasoning, judgment, resourcefulness, analytical ability, and ingenuity.

Hollister, CA

Executive Director

The San Benito County Board of Supervisors established the FIRST 5 San Benito Children and Families Commission in 1999 to administer and allocate the County’s portion of Proposition 10 funds. In November 1998, the California voters passed Proposition 10, the California Children and Families First Initiative, which added a 50 cent-per- pack tax on tobacco products. Eighty percent (80%) of these revenues are allocated annually to the 58 individual California counties to benefit children from prenatal to five years old. Each local Commission has control over their own funds and by law is empowered to make local decisions about how funds should be spent.

Under the direction of the FIRST 5 San Benito Commission, the Executive Director is responsible for directing a complex organization focused on the development and leadership of community initiatives, grant administration, implementation oversight and evaluation related to community-based child development programs and services. The Executive Director leads staff, supporting all Commission committees, community engagement, and internal operations to achieve the successful implementation of the Commission's Strategic Plan. When fully staffed, FIRST 5 San Benito has nine (9) staff and the Executive Director has four (4) direct reports including: Director of Funder Relations, Program Director, Administrator (operations); and an Administrative Assistant.

The Executive Director will serve as a regional and statewide leader in programming, policy change, and community collaboration. The new leader will direct the next chapter of growth and maturation. Under the direction of the FIRST 5 San Benito Commission, the ED will work to strengthen the organization’s financial sustainability, lead the development of new planning and innovations, and co-create the future vision for FIRST 5 San Benito along with the external partners and staff.

The compensation range for this position annually is $150,000-$200,000.

A generous benefits package includes 10 paid and 6 floating holiday days annually, along with 10 to 20 vacation days depending on length of service. Full-time employees receive fully covered medical insurance along with dental coverage and vision coverage. The Commission offers a 401k retirement plan through EPlan Services. This comprehensive package is designed to support employees' health, financial security, and work-life balance.

How to apply:

If you want to lead this impactful agency, please confidentially submit a current resume and cover letter to Kittleman & Associates at https://apptrkr.com/6002496 . The cover letter is an opportunity to showcase your passion for FIRST 5 San Benito and its mission, as well as your organizational expertise in current or prior roles.

The position will remain open until filled, but applicants are highly encouraged to submit their materials as soon as possible to ensure full consideration.

For more information about FIRST 5 San Benito County, visit https://www.first5sanbenito.org/

Early Childhood Partnership & Implementation Manager

Employment type: Full-time; 11 months

Classification: Exempt

Location: Greater Los Angeles (on site)

Average Salary: $105,000

About Children’s Literacy Initiative:
Founded in Philadelphia in 1988, Children’s Literacy Initiative (CLI) is a national 501c3 working to advance equity in public education in the U.S. by ensuring Black and Latinx children achieve reading success by the end of third grade. CLI accomplishes this through job-embedded coaching and professional development, seminars, and workshops, and providing the books and materials teachers and children need along their early literacy journeys.

Learning to read has significance beyond building skills – it is an act of liberation. By helping educators learn and apply high impact, culturally sustaining instructional strategies and nurturing dynamic professional learning communities, CLI is building lasting capacity in teachers and principals to advance equity in education. 

Children’s Literacy Initiative (CLI) is recruiting Managers of School Partnerships and Support.  We are seeking abolitionist culturally sustaining educators with deep educator coaching experience, who see the genius in Black and Latinx children, the abundant capability in educator coaches, and liberatory power of literacy to propel children into fulfilling lives and to dismantle White supremacy, and advance equity for all.  

The CLI Early Childhood Partnership & Implementation Manager :

• Is an experienced early learning specialist who drives a clear and equitable vision for Transitional Kindergarten that aligns partners’ literacy instruction and practice with CLI’s vision for excellence in literacy instruction
• Has a deep knowledge and understanding of quality rating tools- CLASS 2^nd edition
• Is familiar with California Preschool Transitional Kindergarten Learning Foundations (PTKLF)
• Utilizes strengths based and reflective coaching methods
• Demonstrates a deep commitment to anti-racism and educational equity and the leadership of an organization that reflects the community CLI serves; ability to hold self and others accountable for centering equity  
• Thinks critically to make well-informed and timely decisions to achieve the best possible impact and outcomes  
• Is reflect and adaptive to meet the needs of partners

Responsibilities:

 Coaching and Professional Development 

• Leverage CLIs Core Service Model to drive impact within our partnerships
• Provide direct coaching to school leaders, instructional leaders, and teachers to strengthen literacy instruction aligned with CLI’s Core Service Model
• Design and facilitate Professional Learning experiences and targeted training sessions to support evidence-based literacy and leadership practices. 
• Use learning walks, classroom observations, and data analysis to inform coaching and drive continuous improvement in teaching and learning. 
• Develop and implement individualized strategic plans that support school leaders in improving instruction.

 Strategic Planning and Implementation

• Develop and execute individualized coaching plans that align with the partners’ goals and strategic plans.
• Partner with school and district leaders to design long term strategies for sustainable literacy improvement, integrating culturally sustaining and antiracist practices. 
• Identify key milestones, success metrics, and areas for growth, ensuring continuous improvement in instructional leadership and teacher development

Partnership Management and Support

• Cultivate and maintain strong relationships with district and school leaders ensuring alignment with CLI’s strategic priorities and impact goals.  
• Serve as a thought partner to school leaders in shaping school-wide literacy strategies and instructional priorities.  
• Collaborate with CLIs internal teams to ensure seamless service delivery and alignment with organizational frameworks.  
• Monitor and assess school partnership effectiveness, making data informed recommendations for program adjustments.  

Implementation and Continuous Improvement

• Support schools in implementing literacy frameworks, culturally responsive pedagogy, and data-driven instructional practices. 
• Lead collaborative planning and reflection sessions with school-based teams to sustain professional growth. 
• Identify and address barriers to instructional improvement, providing strategic solutions that support equitable literacy outcomes. 
• Contribute to the ongoing refinement of CLI’s coaching model and professional development offerings.

 Data Informed Decision- Making

• Collect and analyze qualitative and quantitative data from coaching sessions, classroom observations and student outcomes. 
• Use data insights to drive instructional coaching, professional learning design, and impact measurement. 
• Provide regular progress reports and recommendations to CLI leadership, school partners and funders.

 Collaboration and Thought Leadership

• Represent CLI as a literacy expert in external meetings, presentations, and conferences. 
• Contribute to resource development, including toolkits, coaching frameworks, and best practice guides.
• Stay informed about national and local literacy trends, policies, and research to continuously refine CLI’s approach. Lead and support continuous reflection and culture of feedback across a portfolio demonstrating a solutions-oriented approach

Qualifications:

• Bachelor's degree or higher preferred in early childhood education, child development, or a related field
• Minimum of 5 years of experience working in or with an early learning program, PreK or transitional kindergarten
• Experience working as a coach or in an adult learning/support role 
• Knowledge and understanding of quality rating tools such as Pre-K and/or CLASS 2nd Edition
• Familiarity with California Preschool Transitional Kindergarten Learning Foundations (PTKLF)
• Knowledge and understanding of child observation tools such as the DRDP
• Strong instructional and leadership instincts with a demonstrated record of success in leader and educator development and child outcomes
• Knowledge of ECE leadership key levers, decisions, and implications for change management   
• Exceptional organizational skills and ability to track progress, understand gaps, execute tasks, etc. with acute attention to detail  
• Experience designing and leading compelling and relevant professional development opportunities for instructional leaders 
• Excellent written and oral communication  
• Ability to travel nationally, within portfolio limits up to 25% of scheduled work time   

 Children’s Literacy Initiative is an Equal Opportunity Employer