Coach jobs at Community Progress Council - 33 jobs

Job DescriptionDescription: ESSENTIAL RESPONSIBILITIES: Ensures all children are appropriately chaperoned and never left unattended in all situations such as facility, transportation, playground, or community outing. Is trained in adult learning principles and researched based coordinated strategies, such as Practice Based Coaching. Observes, gives feedback, and models effective teacher practices directly related to program performance goals. Gathers, assesses, and inputs data into various systems, including, but not limited to Child Plus, Teaching Strategies, and Devereux Uses assessment data to drive individualized coaching strategies that are aligned with school readiness and program performance goals. Assists Education Managers in completion of Education Component responsibilities including, but not limited to, planning needed professional development activities to support staff in areas of concern. Creates reports and develops coaching agreements for individual education staff based on observations of program room practices, ensuring that results are non-punitive. Attends and participates in Children's Outcome Assessment Team/School Readiness meetings (COAT/SR) for the purpose of aligning professional development to school readiness needs. Maintains contact and communication with program director, education managers, and any other relevant staff. Is a Pre-K Reliable Classroom Assessment Scoring System (CLASS) observer. Eats with children as needed sharing the same menu while demonstrating socially acceptable behaviors and manners. Performs other reasonably related duties as assigned by immediate supervisors and other management as required. ADDITIONAL RESPONSIBILITIES: Participates in meetings, job related trainings and continuing education programs as required or suggested by HHS and sponsoring organizations. Follows the program procedures relating to confidentiality. Performs overnight travel as required. Travels to center sites throughout the county as required. Provides assistance as needed at the center. Must pass initial and tri-annual physical exam and TB screening. Mandated Child Abuse/Neglect reporter Requirements: MINIMUM REQUIREMENTS OF EDUCATION, TRAINING, AND EXPERIENCE: Bachelor's Degree in Early Childhood Education (ECE) or a related field plus five (5) years successful work experience with children birth to 5 years old. (Required) Current PA Driver's License and reliable transportation. (Required) Free of Child Abuse/Neglect history as verified by proper authorities. (Required) Must obtain Child Abuse, PA State Police, FBI Fingerprinting and NSOR Clearances prior to starting employment. (Required) Must meet vaccination requirements set by funding sources. (Required) Demonstrated experience working in a child oriented group setting. (Preferred) Training in or demonstrated knowledge of Creative Curriculum and Parents as Teachers (PAT). (Preferred)

Program Coach Program: Thrive to Five Classification: Exempt/Full-Time Location: This role will travel through Lancaster County classrooms depending upon children's needs. Program Coaches provide personalized support to staff, children and families in the areas of curriculum and social and emotional support within an Individualized Support Framework. Emphasis is placed on building self-regulation skills using evidence-based practices inclusive of Positive Behavior Intervention and support. Additional coaching emphasis is placed on supporting staff, children, and families in addressing classroom and individual child developmental needs in the areas of gross and fine motor, language, cognitive, literacy, STEM, social studies, the arts, and English Language Acquisition skill. DUTIES/RESPONSIBILITIES: CURRICULUM SUPPORTS Develop and supports staff with the implementation of the program curriculum, including SEL curriculum, and professional development initiatives Develops and revises curriculum documents using PA Learning Standards for Early Childhood Ensuring curriculum alignment with Thrive to Five goals and kindergarten readiness criteria of local school partners Aligning assessments with instructional goals and standards and using assessment results to monitor progress and adjust instruction in literacy, mathematics, science, and social-emotional Provides targeted, non-evaluative coaching support in classrooms based on a coaching schedule that is established with teachers with a focus on the dimensions of the CLASS and shows respect in keeping scheduled appointments as well as being prepared for each meeting Set goals and action steps with staff and implement the Practice-Based Coaching framework to establish effective collaborative coaching partnerships Facilitate program training and professional development designed to increase content knowledge, pedagogy integration of literacy, social-emotional, mathematics, and science across the curriculum; embedded use of technology across the curriculum; and coaching that incorporates the mission of CAP, program evaluation outcomes and input from teachers and others Ensure the use of provided technology in the teaching-learning process, preparation of lesson plans, the documentation/assessment process, and communication of relevant information Assists the Coordinator of Personalized Supports and Curriculum Supervisor with reporting student progress to supervisors and teachers SOCIAL-EMOTIONAL SUPPORTS Supports teachers with the following: Implementing social-emotional and curriculum universal practices and effective classroom management Creating learning environments with high expectations for student achievement by communicating written teaching objectives and essential questions to students Establishing expectations and procedures to more effectively manage student behavior in classrooms Creating a physical space that is safe and accessible to all students, including those with special needs Creating developmentally appropriate and culturally sensitive lesson plans that align with the curriculum and reflect the needs of the students, including students with IEPs and Dual Language Learners Analyzing assessment results in individualization and differentiate instruction based on learning needs, styles, interests, and culture Provides coaching, modeling, and training to assist teachers with the following: Effective use of assessment to monitor progress and provide feedback to students Implementing small group and differentiated instruction to meet the needs of students, including students with IEPs and Dual Language Learners Provides targeted, non-evaluative coaching support in classrooms based on a coaching schedule that is established with teachers with a focus on the dimensions of the CLASS and shows respect in keeping appointments scheduled as well as being prepared for each meeting Set goals and action steps with staff and implement the Practice-Based Coaching framework to establish effective collaborative coaching partnerships In collaboration with Early Learning Supervisors, provide coaching to staff in Thrive to 5 programming around PBIS Universal/Foundational practices Develop and support implementation of Positive Behavior Intervention Support Plans at the targeted and tertiary level of the Thrive to Five Approach to Social Emotional Development and Program-Wide Positive Behavior Intervention and Support Procedures (PW-PBIS) Mental Health system Ensures compliance in the area of mental health and supports PBIS implementation at assigned centers and program-wide Facilitate program training and professional development designed to increase content knowledge; pedagogy; the Mental Health system, Teaching Pyramid, PBIS practices, and Trauma-Informed practices throughout the calendar year. DATA MANAGEMENT AND ASSESSMENT Enters and updates referral information into the COPA database Enters information pertaining to outside Mental Health services children receive into COPA Collects and manages Behavior Incident data collected from their respective centers, including entering data into the assigned behavioral database Produce reports on available platforms to help review and interpret collected data Applies research and data to improve the content, sequence, and outcomes of the teaching-learning process Conducts the Teaching Pyramid Observation Tool (TPOT) assessment in preschool rooms and the Teaching Pyramid Infant-Toddler Observation Scale (TPITOS) in infant and toddler rooms Shares TPOT and TPITOS results with classroom staff and Early Learning Supervisors Collaborate with Early Learning Supervisors to coach the TPOT and TPITOS Collaborate with Early Learning Supervisors to monitor and support the implementation of PBIS plans at the universal, targeted, and tertiary levels of the Behavioral Health system Monitors and evaluates effective planning using the CLASS (Classroom Assessment Scoring System) in all domains and the dimensions of the appropriate age group Asses Thrive to Five classrooms using the CLASS at a minimum annually Organizes meetings with other specialists, program coordinators, and teachers to disseminate information, collect input and share new research regarding current developments and practices Evaluates the effectiveness of teaching methods in achieving outcomes aligned with the goals of Thrive to Five using the CLASS tool Completes data entry to meet administrative and progress monitoring requirements Works with Social-Emotional Learning and Disabilities Specialist to track data to assess, monitor and report outcomes Collaborate with the directors, cabinet coordinators, supervisors, and specialists to use evaluative findings to examine curriculum and instruction effectiveness and fuel ongoing continuous quality improvement including professional development needs and coaching AGENCY AND COMMUNITY COLLABORATIONS Participates in classroom Collaborative Case Management Conversation with Early Learning Supervisors, classroom staff, and Family Liaisons to identify families that would benefit from targeted behavior supports in the home Develops specific social/emotional behavioral plans for in-home use at the Universal, Targeted, and Tertiary levels as requested by families and completes Behavioral Home Visits to support home plans as requested or deemed necessary Assists in providing a welcoming environment for families by modeling enthusiasm and promoting parent/child activities Maintains parent/staff rapport and mutual confidence and trust with the classroom team Collaborate with itinerant teachers as needed to teach social-emotional skills Collaborate with Early Learning Supervisors, classroom staff, and Mental Health Consultants to make referrals to mental health community agencies Works to establish mutually respectful partnerships with local school systems to promote meaningful collaboration in the areas of teacher development, family engagement, and transition to kindergarten Participating in multi-disciplinary team meetings Coordinates meetings with relevant personnel and identifies resources to ensure children with disabilities and those that are Dual Language Learners can successfully participate in the curriculum LEADERSHIP Meets expectations of the job and maintains an appropriate demeanor Prepares written correspondence and other forms of communication to document and disseminate relevant information to impacted parties Regularly pursues opportunities to learn best practices in teacher professional development through research and collaboration with other agencies Interpret statutes, regulations, and Head Start Program Performance Standards for team members and community Collaborates with and assists the Coordinator of Personalized Supports, Curriculum Supervisor, and Social-Emotional Learning and Disabilities Specialist with reports, grant applications and renewals, assessment processes, and continuous quality improvement initiatives Follows all Community Action Partnership/Thrive to Five policies and promotes the agency mission and values in one's work and through interactions with others Works with colleagues in other CAP departments to address the needs of more than one department to efficiently use resources and to promote CAP's values Participates in program pre-service, mandated and ongoing professional development identified by assessment, interest, and needs; develops own Professional Development Plan Works with staff to develop strategies to resolve interpersonal problems affecting program operation Attends necessary meetings Maintains mutual confidence and trust with center teams *Performs other related duties as assigned. EDUCATION/EXPERIENCE REQUIREMENTS Bachelor's degree in Early Childhood Education, Early Intervention, or a related field with early childhood experience Two years of early childhood classroom experience Background in Positive Behavior Intervention and Support preferred Classroom coaching experience, Practice-Based Coaching model is preferred and experience using adult learning principles and training adults is advantageous **Please see attached for full job description** We value our team by uniting our employees with our mission. We offer a strong purpose with compassion for work-life balance. Below is a glimpse of our robust benefits offered: Sign-on Bonus, only available for external candidates Benefits: Medical, Dental & Vision Coverage / 403(b) Plan / Life Insurance / EAP Program Generous number of PTO Days banked annually Paid Parental Leave Tuition Reimbursement Employer- Assisted First Time Homebuyer Program Equal Employment Opportunity CAP provides equal employment opportunities to all qualified individuals without regard to race, gender, disability, ethnicity, religion, sexual orientation, age, citizenship, veterans status or genetic information. Americans with Disabilities Act Applicants as well as employees who are or become disabled must be able to perform the essential duties and responsibilities either unaided or with reasonable accommodation. The agency will determine reasonable accommodation on a case-by-case basis in accordance with applicable law.

Program Coach Program: Thrive to Five Classification: Exempt/Full-Time Location: This role will travel through Lancaster County classrooms depending upon children's needs. Program Coaches provide personalized support to staff, children and families in the areas of curriculum and social and emotional support within an Individualized Support Framework. Emphasis is placed on building self-regulation skills using evidence-based practices inclusive of Positive Behavior Intervention and support. Additional coaching emphasis is placed on supporting staff, children, and families in addressing classroom and individual child developmental needs in the areas of gross and fine motor, language, cognitive, literacy, STEM, social studies, the arts, and English Language Acquisition skill. DUTIES/RESPONSIBILITIES: CURRICULUM SUPPORTS Develop and supports staff with the implementation of the program curriculum, including SEL curriculum, and professional development initiatives Develops and revises curriculum documents using PA Learning Standards for Early Childhood Ensuring curriculum alignment with Thrive to Five goals and kindergarten readiness criteria of local school partners Aligning assessments with instructional goals and standards and using assessment results to monitor progress and adjust instruction in literacy, mathematics, science, and social-emotional Provides targeted, non-evaluative coaching support in classrooms based on a coaching schedule that is established with teachers with a focus on the dimensions of the CLASS and shows respect in keeping scheduled appointments as well as being prepared for each meeting Set goals and action steps with staff and implement the Practice-Based Coaching framework to establish effective collaborative coaching partnerships Facilitate program training and professional development designed to increase content knowledge, pedagogy integration of literacy, social-emotional, mathematics, and science across the curriculum; embedded use of technology across the curriculum; and coaching that incorporates the mission of CAP, program evaluation outcomes and input from teachers and others Ensure the use of provided technology in the teaching-learning process, preparation of lesson plans, the documentation/assessment process, and communication of relevant information Assists the Coordinator of Personalized Supports and Curriculum Supervisor with reporting student progress to supervisors and teachers SOCIAL-EMOTIONAL SUPPORTS Supports teachers with the following: Implementing social-emotional and curriculum universal practices and effective classroom management Creating learning environments with high expectations for student achievement by communicating written teaching objectives and essential questions to students Establishing expectations and procedures to more effectively manage student behavior in classrooms Creating a physical space that is safe and accessible to all students, including those with special needs Creating developmentally appropriate and culturally sensitive lesson plans that align with the curriculum and reflect the needs of the students, including students with IEPs and Dual Language Learners Analyzing assessment results in individualization and differentiate instruction based on learning needs, styles, interests, and culture Provides coaching, modeling, and training to assist teachers with the following: Effective use of assessment to monitor progress and provide feedback to students Implementing small group and differentiated instruction to meet the needs of students, including students with IEPs and Dual Language Learners Provides targeted, non-evaluative coaching support in classrooms based on a coaching schedule that is established with teachers with a focus on the dimensions of the CLASS and shows respect in keeping appointments scheduled as well as being prepared for each meeting Set goals and action steps with staff and implement the Practice-Based Coaching framework to establish effective collaborative coaching partnerships In collaboration with Early Learning Supervisors, provide coaching to staff in Thrive to 5 programming around PBIS Universal/Foundational practices Develop and support implementation of Positive Behavior Intervention Support Plans at the targeted and tertiary level of the Thrive to Five Approach to Social Emotional Development and Program-Wide Positive Behavior Intervention and Support Procedures (PW-PBIS) Mental Health system Ensures compliance in the area of mental health and supports PBIS implementation at assigned centers and program-wide Facilitate program training and professional development designed to increase content knowledge; pedagogy; the Mental Health system, Teaching Pyramid, PBIS practices, and Trauma-Informed practices throughout the calendar year. DATA MANAGEMENT AND ASSESSMENT Enters and updates referral information into the COPA database Enters information pertaining to outside Mental Health services children receive into COPA Collects and manages Behavior Incident data collected from their respective centers, including entering data into the assigned behavioral database Produce reports on available platforms to help review and interpret collected data Applies research and data to improve the content, sequence, and outcomes of the teaching-learning process Conducts the Teaching Pyramid Observation Tool (TPOT) assessment in preschool rooms and the Teaching Pyramid Infant-Toddler Observation Scale (TPITOS) in infant and toddler rooms Shares TPOT and TPITOS results with classroom staff and Early Learning Supervisors Collaborate with Early Learning Supervisors to coach the TPOT and TPITOS Collaborate with Early Learning Supervisors to monitor and support the implementation of PBIS plans at the universal, targeted, and tertiary levels of the Behavioral Health system Monitors and evaluates effective planning using the CLASS (Classroom Assessment Scoring System) in all domains and the dimensions of the appropriate age group Asses Thrive to Five classrooms using the CLASS at a minimum annually Organizes meetings with other specialists, program coordinators, and teachers to disseminate information, collect input and share new research regarding current developments and practices Evaluates the effectiveness of teaching methods in achieving outcomes aligned with the goals of Thrive to Five using the CLASS tool Completes data entry to meet administrative and progress monitoring requirements Works with Social-Emotional Learning and Disabilities Specialist to track data to assess, monitor and report outcomes Collaborate with the directors, cabinet coordinators, supervisors, and specialists to use evaluative findings to examine curriculum and instruction effectiveness and fuel ongoing continuous quality improvement including professional development needs and coaching AGENCY AND COMMUNITY COLLABORATIONS Participates in classroom Collaborative Case Management Conversation with Early Learning Supervisors, classroom staff, and Family Liaisons to identify families that would benefit from targeted behavior supports in the home Develops specific social/emotional behavioral plans for in-home use at the Universal, Targeted, and Tertiary levels as requested by families and completes Behavioral Home Visits to support home plans as requested or deemed necessary Assists in providing a welcoming environment for families by modeling enthusiasm and promoting parent/child activities Maintains parent/staff rapport and mutual confidence and trust with the classroom team Collaborate with itinerant teachers as needed to teach social-emotional skills Collaborate with Early Learning Supervisors, classroom staff, and Mental Health Consultants to make referrals to mental health community agencies Works to establish mutually respectful partnerships with local school systems to promote meaningful collaboration in the areas of teacher development, family engagement, and transition to kindergarten Participating in multi-disciplinary team meetings Coordinates meetings with relevant personnel and identifies resources to ensure children with disabilities and those that are Dual Language Learners can successfully participate in the curriculum LEADERSHIP Meets expectations of the job and maintains an appropriate demeanor Prepares written correspondence and other forms of communication to document and disseminate relevant information to impacted parties Regularly pursues opportunities to learn best practices in teacher professional development through research and collaboration with other agencies Interpret statutes, regulations, and Head Start Program Performance Standards for team members and community Collaborates with and assists the Coordinator of Personalized Supports, Curriculum Supervisor, and Social-Emotional Learning and Disabilities Specialist with reports, grant applications and renewals, assessment processes, and continuous quality improvement initiatives Follows all Community Action Partnership/Thrive to Five policies and promotes the agency mission and values in one's work and through interactions with others Works with colleagues in other CAP departments to address the needs of more than one department to efficiently use resources and to promote CAP's values Participates in program pre-service, mandated and ongoing professional development identified by assessment, interest, and needs; develops own Professional Development Plan Works with staff to develop strategies to resolve interpersonal problems affecting program operation Attends necessary meetings Maintains mutual confidence and trust with center teams *Performs other related duties as assigned. EDUCATION/EXPERIENCE REQUIREMENTS Bachelor's degree in Early Childhood Education, Early Intervention, or a related field with early childhood experience Two years of early childhood classroom experience Background in Positive Behavior Intervention and Support preferred Classroom coaching experience, Practice-Based Coaching model is preferred and experience using adult learning principles and training adults is advantageous **Please see attached for full job description** We value our team by uniting our employees with our mission. We offer a strong purpose with compassion for work-life balance. Below is a glimpse of our robust benefits offered: Sign-on Bonus, only available for external candidates Benefits: Medical, Dental & Vision Coverage / 403(b) Plan / Life Insurance / EAP Program Generous number of PTO Days banked annually Paid Parental Leave Tuition Reimbursement Employer- Assisted First Time Homebuyer Program Equal Employment Opportunity CAP provides equal employment opportunities to all qualified individuals without regard to race, gender, disability, ethnicity, religion, sexual orientation, age, citizenship, veterans status or genetic information. Americans with Disabilities Act Applicants as well as employees who are or become disabled must be able to perform the essential duties and responsibilities either unaided or with reasonable accommodation. The agency will determine reasonable accommodation on a case-by-case basis in accordance with applicable law.

Head Coach: High School Boys' Golf Fall 2026

Head Coach: High School Girls' Golf Fall 2026

Self, Inc. is a non-profit organization that has been providing services to some of Philadelphia's most vulnerable communities for over 30 years. We offer a broad range of essential housing, social service, drug and alcohol treatment, vocational, and employment programs with the goal of supporting individuals achieve self-sufficiency and sustain healthier lives (or improve their quality of life). We provide these services to more than 7,000 individuals within the Philadelphia area. Our mission is to motivate, empower, and inspire individuals to live their best lives. With compassion at its core, our approach uses best practices and evidence-based programming to pave the way for personal and community transformation. POSITION SUMMARY The SELF Housing Support Coaches will provide coaching and supportive services such as connecting participants with entitlements and benefits, teaching life and social skills to maintain long term housing stability, assisting participants educational, employment skills building opportunities, financial literacy/budgeting and daily living skills. The Housing Support Coach will play a vital role in engaging participants through a person centered, trauma informed and harm reduction approach. PRIMARY RESPONSIBILITIES • Provide direct coaching and care to participants through provision of basic needs, adherence to a harm reduction model, best practices, and client-centered approach. • Build rapport, supervise, and support participants. • Model appropriate living and life skills, recreational activities, and daily meaningful activities to enable community connection. • Assist with participant case work through maintaining case records, service plans, other documentation, and communication with program staff. • Teach and model a spectrum of basic life skills in the home and with participants with an overnight focus. • Work with the Chief Program Officer, Case Management team and participants to assist in creating opportunities related to goals within the home. • Maintain all documentation and ensure appropriate file management procedures are followed. • Comply and adhere to organizational mission and funder standards (health, fire, safety, city etc.) related to health and safety. • Develop and maintain positive relationships with community stakeholders and act as a point of contact for the SELF + Cooperative program. • Visit tenant sites as needed. • Related duties as assigned. Knowledge, Skills and Abilities • Some post-secondary training in a human service field and 1 year of related work experience. • Excellent verbal and written communication skills • Excellent organization skills and attention to detail • Proficient or better in the use of Microsoft Office Suite. • Working knowledge and experience with harm reduction, person-centered, trauma-informed, behavior modification, natural law, strength based, collaborative, and/or solution focused practice (willingness to obtain). • Proven ability to foster a team environment. • Experience working in collaborative partnerships. • Ability to communicate effectively with a wide range of constituencies at all levels, react quickly and appropriately in an emergency, and a commitment to customer service orientation. • Must embrace an open-door management style. • Ability to respond with flexibility in cooperation with emergency requests, changes in work schedule or assignment. Education and Qualifications • High School Diploma or GED with a combination of acceptable training and experience in homelessness, shelter management, clean/sober addiction, outreach and/or substance abuse. • A bachelor's degree is preferred. • Standard First Aid and CPR (willingness to obtain). • A valid driver's license and clean motor vehicle record is preferred. • Criminal background clearance will be required.

Program Coach Program: Thrive to Five Classification: Exempt/Full-Time Location: This role will travel through Lancaster County classrooms depending upon children's needs. Program Coaches provide personalized support to staff, children and families in the areas of curriculum and social and emotional support within an Individualized Support Framework. Emphasis is placed on building self-regulation skills using evidence-based practices inclusive of Positive Behavior Intervention and support. Additional coaching emphasis is placed on supporting staff, children, and families in addressing classroom and individual child developmental needs in the areas of gross and fine motor, language, cognitive, literacy, STEM, social studies, the arts, and English Language Acquisition skill. DUTIES/RESPONSIBILITIES: CURRICULUM SUPPORTS Develop and supports staff with the implementation of the program curriculum, including SEL curriculum, and professional development initiatives Develops and revises curriculum documents using PA Learning Standards for Early Childhood Ensuring curriculum alignment with Thrive to Five goals and kindergarten readiness criteria of local school partners Aligning assessments with instructional goals and standards and using assessment results to monitor progress and adjust instruction in literacy, mathematics, science, and social-emotional Provides targeted, non-evaluative coaching support in classrooms based on a coaching schedule that is established with teachers with a focus on the dimensions of the CLASS and shows respect in keeping scheduled appointments as well as being prepared for each meeting Set goals and action steps with staff and implement the Practice-Based Coaching framework to establish effective collaborative coaching partnerships Facilitate program training and professional development designed to increase content knowledge, pedagogy integration of literacy, social-emotional, mathematics, and science across the curriculum; embedded use of technology across the curriculum; and coaching that incorporates the mission of CAP, program evaluation outcomes and input from teachers and others Ensure the use of provided technology in the teaching-learning process, preparation of lesson plans, the documentation/assessment process, and communication of relevant information Assists the Coordinator of Personalized Supports and Curriculum Supervisor with reporting student progress to supervisors and teachers SOCIAL-EMOTIONAL SUPPORTS Supports teachers with the following: Implementing social-emotional and curriculum universal practices and effective classroom management Creating learning environments with high expectations for student achievement by communicating written teaching objectives and essential questions to students Establishing expectations and procedures to more effectively manage student behavior in classrooms Creating a physical space that is safe and accessible to all students, including those with special needs Creating developmentally appropriate and culturally sensitive lesson plans that align with the curriculum and reflect the needs of the students, including students with IEPs and Dual Language Learners Analyzing assessment results in individualization and differentiate instruction based on learning needs, styles, interests, and culture Provides coaching, modeling, and training to assist teachers with the following: Effective use of assessment to monitor progress and provide feedback to students Implementing small group and differentiated instruction to meet the needs of students, including students with IEPs and Dual Language Learners Provides targeted, non-evaluative coaching support in classrooms based on a coaching schedule that is established with teachers with a focus on the dimensions of the CLASS and shows respect in keeping appointments scheduled as well as being prepared for each meeting Set goals and action steps with staff and implement the Practice-Based Coaching framework to establish effective collaborative coaching partnerships In collaboration with Early Learning Supervisors, provide coaching to staff in Thrive to 5 programming around PBIS Universal/Foundational practices Develop and support implementation of Positive Behavior Intervention Support Plans at the targeted and tertiary level of the Thrive to Five Approach to Social Emotional Development and Program-Wide Positive Behavior Intervention and Support Procedures (PW-PBIS) Mental Health system Ensures compliance in the area of mental health and supports PBIS implementation at assigned centers and program-wide Facilitate program training and professional development designed to increase content knowledge; pedagogy; the Mental Health system, Teaching Pyramid, PBIS practices, and Trauma-Informed practices throughout the calendar year. DATA MANAGEMENT AND ASSESSMENT Enters and updates referral information into the COPA database Enters information pertaining to outside Mental Health services children receive into COPA Collects and manages Behavior Incident data collected from their respective centers, including entering data into the assigned behavioral database Produce reports on available platforms to help review and interpret collected data Applies research and data to improve the content, sequence, and outcomes of the teaching-learning process Conducts the Teaching Pyramid Observation Tool (TPOT) assessment in preschool rooms and the Teaching Pyramid Infant-Toddler Observation Scale (TPITOS) in infant and toddler rooms Shares TPOT and TPITOS results with classroom staff and Early Learning Supervisors Collaborate with Early Learning Supervisors to coach the TPOT and TPITOS Collaborate with Early Learning Supervisors to monitor and support the implementation of PBIS plans at the universal, targeted, and tertiary levels of the Behavioral Health system Monitors and evaluates effective planning using the CLASS (Classroom Assessment Scoring System) in all domains and the dimensions of the appropriate age group Asses Thrive to Five classrooms using the CLASS at a minimum annually Organizes meetings with other specialists, program coordinators, and teachers to disseminate information, collect input and share new research regarding current developments and practices Evaluates the effectiveness of teaching methods in achieving outcomes aligned with the goals of Thrive to Five using the CLASS tool Completes data entry to meet administrative and progress monitoring requirements Works with Social-Emotional Learning and Disabilities Specialist to track data to assess, monitor and report outcomes Collaborate with the directors, cabinet coordinators, supervisors, and specialists to use evaluative findings to examine curriculum and instruction effectiveness and fuel ongoing continuous quality improvement including professional development needs and coaching AGENCY AND COMMUNITY COLLABORATIONS Participates in classroom Collaborative Case Management Conversation with Early Learning Supervisors, classroom staff, and Family Liaisons to identify families that would benefit from targeted behavior supports in the home Develops specific social/emotional behavioral plans for in-home use at the Universal, Targeted, and Tertiary levels as requested by families and completes Behavioral Home Visits to support home plans as requested or deemed necessary Assists in providing a welcoming environment for families by modeling enthusiasm and promoting parent/child activities Maintains parent/staff rapport and mutual confidence and trust with the classroom team Collaborate with itinerant teachers as needed to teach social-emotional skills Collaborate with Early Learning Supervisors, classroom staff, and Mental Health Consultants to make referrals to mental health community agencies Works to establish mutually respectful partnerships with local school systems to promote meaningful collaboration in the areas of teacher development, family engagement, and transition to kindergarten Participating in multi-disciplinary team meetings Coordinates meetings with relevant personnel and identifies resources to ensure children with disabilities and those that are Dual Language Learners can successfully participate in the curriculum LEADERSHIP Meets expectations of the job and maintains an appropriate demeanor Prepares written correspondence and other forms of communication to document and disseminate relevant information to impacted parties Regularly pursues opportunities to learn best practices in teacher professional development through research and collaboration with other agencies Interpret statutes, regulations, and Head Start Program Performance Standards for team members and community Collaborates with and assists the Coordinator of Personalized Supports, Curriculum Supervisor, and Social-Emotional Learning and Disabilities Specialist with reports, grant applications and renewals, assessment processes, and continuous quality improvement initiatives Follows all Community Action Partnership/Thrive to Five policies and promotes the agency mission and values in one's work and through interactions with others Works with colleagues in other CAP departments to address the needs of more than one department to efficiently use resources and to promote CAP's values Participates in program pre-service, mandated and ongoing professional development identified by assessment, interest, and needs; develops own Professional Development Plan Works with staff to develop strategies to resolve interpersonal problems affecting program operation Attends necessary meetings Maintains mutual confidence and trust with center teams *Performs other related duties as assigned. EDUCATION/EXPERIENCE REQUIREMENTS Bachelor's degree in Early Childhood Education, Early Intervention, or a related field with early childhood experience Two years of early childhood classroom experience Background in Positive Behavior Intervention and Support preferred Classroom coaching experience, Practice-Based Coaching model is preferred and experience using adult learning principles and training adults is advantageous **Please see attached for full job description** We value our team by uniting our employees with our mission. We offer a strong purpose with compassion for work-life balance. Below is a glimpse of our robust benefits offered: Sign-on Bonus, only available for external candidates Benefits: Medical, Dental & Vision Coverage / 403(b) Plan / Life Insurance / EAP Program Generous number of PTO Days banked annually Paid Parental Leave Tuition Reimbursement Employer- Assisted First Time Homebuyer Program Equal Employment Opportunity CAP provides equal employment opportunities to all qualified individuals without regard to race, gender, disability, ethnicity, religion, sexual orientation, age, citizenship, veterans status or genetic information. Americans with Disabilities Act Applicants as well as employees who are or become disabled must be able to perform the essential duties and responsibilities either unaided or with reasonable accommodation. The agency will determine reasonable accommodation on a case-by-case basis in accordance with applicable law.

ABOUT PATH INC. PATH (People Acting to Help) Inc. is a comprehensive Community Behavioral Health and Intellectual Disability Center. We offer a wide of array of services and supports to meet the needs of our community in Northeast Philadelphia. PATH regularly achieves the highest levels of accreditation including a 5 Star Provider Rating by CBH, Philadelphia's Managed Care Entity, and recognition and awards related to our high-quality, innovative programs and staff accomplishments and contributions. Our Mission? To Help Individuals Achieve a More Independent and Fulfilling Life WHY WORK AT PATH? A Career with Meaning At PATH, our team members are at the heart of what we do, so we work hard to give them the best reasons to work here - and to stay here. In addition to the satisfaction of making a real difference in people's lives, we offer: • Competitive pay • Annual increases • Performance and longevity bonuses • Comprehensive benefits package for staff and family • No-cost pension plan • Opportunities for advancement and growth within the organization • Generous amount of paid holidays, vacation, sick, and personal time • Ongoing professional development opportunities, including licensure supervision • Cutting-edge treatment facility, resources, and treatment modalities • Eligible for the Federal Public Student Loan Forgiveness (PSLF) program • Referral bonus for referring a friend who accepts employment JOB SUMMARY: To promote the mission of PATH to help individuals achieve a more independent and fulfilling life by being an effective team member. The Job Coach / Employment Specialist acts as a liaison between employers and employees with disabilities as well as effectively supporting people to successfully obtain and maintain employment. Assists in information gathering, employment exploration, and employment support for people with all types and severity of disabilities. Provides on-the-job training and follow along services. Jobs may be in all areas of Philadelphia and surrounding suburbs. Hours vary including evenings, weekends and holidays. QUALIFICATIONS: High School Diploma or equivalent. Two years' experience preferred in Rehabilitation, Human Resources, Sales, or Employment Counseling. Active Driver's License and personal vehicle required. Proficient at Microsoft Office Programs such as Word, Excel and Outlook. Excellent interpersonal skills and the ability to interact with diverse types of people and representatives from business and industry in appropriate manner. Ability to work flexible hours to accommodate training needs of individuals receiving services. COVID-19 vaccination, or willingness to receive vaccine required. SPECIFIC DUTIES: Gathers information about job seekers' interests, skills, experiences, & needs Assists people in exploring job options by accompanying & supporting them at assessments in businesses as needed Engages in job development activities to assist people obtain employment Provides individualized on-site and off-site supports to people working which may include vocational counseling, on-the job training, and follow along supports Provides employment related skill development, transportation training, money management, medical support/medication monitoring, hygiene support, and interpersonal skill training Provides on-the-job training at a variety of business settings, performing any number of jobs. Jobs may include sitting, standing, and walking for long periods of time, lifting and carrying of heavy materials in all types of environments. Assists in the development of naturally occurring supports at job site Explores, creates, researches and/or implements job accommodations and adaptations as needed Interacts & communicates with family members, significant others, employers, & other community agencies effectively Monitors authorized hours for those being served PHYSICAL DEMANDS: Ability to respond to diverse physical demands given a variety of job placements. We are an equal opportunity employer, and all qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity or expression, pregnancy, age, national origin, disability status, genetic information, protected veteran status, or any other characteristic protected by law.

ABOUT PATH INC. PATH (People Acting to Help) Inc. is a comprehensive Community Behavioral Health and Intellectual Disability Center. We offer a wide of array of services and supports to meet the needs of our community in Northeast Philadelphia. PATH regularly achieves the highest levels of accreditation including a 5 Star Provider Rating by CBH, Philadelphia's Managed Care Entity, and recognition and awards related to our high-quality, innovative programs and staff accomplishments and contributions. Our Mission? To Help Individuals Achieve a More Independent and Fulfilling Life WHY WORK AT PATH? A Career with Meaning At PATH, our team members are at the heart of what we do, so we work hard to give them the best reasons to work here - and to stay here. In addition to the satisfaction of making a real difference in people's lives, we offer: • Competitive pay • Annual increases • Performance and longevity bonuses • Comprehensive benefits package for staff and family • No-cost pension plan • Opportunities for advancement and growth within the organization • Generous amount of paid holidays, vacation, sick, and personal time • Ongoing professional development opportunities, including licensure supervision • Cutting-edge treatment facility, resources, and treatment modalities • Eligible for the Federal Public Student Loan Forgiveness (PSLF) program • Referral bonus for referring a friend who accepts employment JOB SUMMARY: To promote the mission of PATH to help individuals achieve a more independent and fulfilling life by being an effective team member. The Job Coach / Employment Specialist acts as a liaison between employers and employees with disabilities as well as effectively supporting people to successfully obtain and maintain employment. Assists in information gathering, employment exploration, and employment support for people with all types and severity of disabilities. Provides on-the-job training and follow along services. Jobs may be in all areas of Philadelphia and surrounding suburbs. Hours vary including evenings, weekends and holidays. QUALIFICATIONS: High School Diploma or equivalent. Two years' experience preferred in Rehabilitation, Human Resources, Sales, or Employment Counseling. Active Driver's License and personal vehicle required. Proficient at Microsoft Office Programs such as Word, Excel and Outlook. Excellent interpersonal skills and the ability to interact with diverse types of people and representatives from business and industry in appropriate manner. Ability to work flexible hours to accommodate training needs of individuals receiving services. COVID-19 vaccination, or willingness to receive vaccine required. SPECIFIC DUTIES: Gathers information about job seekers' interests, skills, experiences, & needs Assists people in exploring job options by accompanying & supporting them at assessments in businesses as needed Engages in job development activities to assist people obtain employment Provides individualized on-site and off-site supports to people working which may include vocational counseling, on-the job training, and follow along supports Provides employment related skill development, transportation training, money management, medical support/medication monitoring, hygiene support, and interpersonal skill training Provides on-the-job training at a variety of business settings, performing any number of jobs. Jobs may include sitting, standing, and walking for long periods of time, lifting and carrying of heavy materials in all types of environments. Assists in the development of naturally occurring supports at job site Explores, creates, researches and/or implements job accommodations and adaptations as needed Interacts & communicates with family members, significant others, employers, & other community agencies effectively Monitors authorized hours for those being served PHYSICAL DEMANDS: Ability to respond to diverse physical demands given a variety of job placements. We are an equal opportunity employer, and all qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity or expression, pregnancy, age, national origin, disability status, genetic information, protected veteran status, or any other characteristic protected by law .

Job Description ABOUT PATH INC. PATH (People Acting to Help) Inc. is a comprehensive Community Behavioral Health and Intellectual Disability Center. We offer a wide of array of services and supports to meet the needs of our community in Northeast Philadelphia. PATH regularly achieves the highest levels of accreditation including a 5 Star Provider Rating by CBH, Philadelphia's Managed Care Entity, and recognition and awards related to our high-quality, innovative programs and staff accomplishments and contributions. Our Mission? To Help Individuals Achieve a More Independent and Fulfilling Life WHY WORK AT PATH? A Career with Meaning At PATH, our team members are at the heart of what we do, so we work hard to give them the best reasons to work here - and to stay here. In addition to the satisfaction of making a real difference in people's lives, we offer: • Competitive pay • Annual increases • Performance and longevity bonuses • Comprehensive benefits package for staff and family • No-cost pension plan • Opportunities for advancement and growth within the organization • Generous amount of paid holidays, vacation, sick, and personal time • Ongoing professional development opportunities, including licensure supervision • Cutting-edge treatment facility, resources, and treatment modalities • Eligible for the Federal Public Student Loan Forgiveness (PSLF) program • Referral bonus for referring a friend who accepts employment JOB SUMMARY: To promote the mission of PATH to help individuals achieve a more independent and fulfilling life by being an effective team member. The Job Coach / Employment Specialist acts as a liaison between employers and employees with disabilities as well as effectively supporting people to successfully obtain and maintain employment. Assists in information gathering, employment exploration, and employment support for people with all types and severity of disabilities. Provides on-the-job training and follow along services. Jobs may be in all areas of Philadelphia and surrounding suburbs. Hours vary including evenings, weekends and holidays. QUALIFICATIONS: High School Diploma or equivalent. Two years' experience preferred in Rehabilitation, Human Resources, Sales, or Employment Counseling. Active Driver's License and personal vehicle required. Proficient at Microsoft Office Programs such as Word, Excel and Outlook. Excellent interpersonal skills and the ability to interact with diverse types of people and representatives from business and industry in appropriate manner. Ability to work flexible hours to accommodate training needs of individuals receiving services. COVID-19 vaccination, or willingness to receive vaccine required. SPECIFIC DUTIES: Gathers information about job seekers' interests, skills, experiences, & needs Assists people in exploring job options by accompanying & supporting them at assessments in businesses as needed Engages in job development activities to assist people obtain employment Provides individualized on-site and off-site supports to people working which may include vocational counseling, on-the job training, and follow along supports Provides employment related skill development, transportation training, money management, medical support/medication monitoring, hygiene support, and interpersonal skill training Provides on-the-job training at a variety of business settings, performing any number of jobs. Jobs may include sitting, standing, and walking for long periods of time, lifting and carrying of heavy materials in all types of environments. Assists in the development of naturally occurring supports at job site Explores, creates, researches and/or implements job accommodations and adaptations as needed Interacts & communicates with family members, significant others, employers, & other community agencies effectively Monitors authorized hours for those being served PHYSICAL DEMANDS: Ability to respond to diverse physical demands given a variety of job placements. We are an equal opportunity employer, and all qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity or expression, pregnancy, age, national origin, disability status, genetic information, protected veteran status, or any other characteristic protected by law .

Program Coach Program: Thrive to Five Classification: Exempt/Full-Time Location: This role will travel through Lancaster County classrooms depending upon children's needs. Program Coaches provide personalized support to staff, children and families in the areas of curriculum and social and emotional support within an Individualized Support Framework. Emphasis is placed on building self-regulation skills using evidence-based practices inclusive of Positive Behavior Intervention and support. Additional coaching emphasis is placed on supporting staff, children, and families in addressing classroom and individual child developmental needs in the areas of gross and fine motor, language, cognitive, literacy, STEM, social studies, the arts, and English Language Acquisition skill. DUTIES/RESPONSIBILITIES: CURRICULUM SUPPORTS Develop and supports staff with the implementation of the program curriculum, including SEL curriculum, and professional development initiatives Develops and revises curriculum documents using PA Learning Standards for Early Childhood Ensuring curriculum alignment with Thrive to Five goals and kindergarten readiness criteria of local school partners Aligning assessments with instructional goals and standards and using assessment results to monitor progress and adjust instruction in literacy, mathematics, science, and social-emotional Provides targeted, non-evaluative coaching support in classrooms based on a coaching schedule that is established with teachers with a focus on the dimensions of the CLASS and shows respect in keeping scheduled appointments as well as being prepared for each meeting Set goals and action steps with staff and implement the Practice-Based Coaching framework to establish effective collaborative coaching partnerships Facilitate program training and professional development designed to increase content knowledge, pedagogy integration of literacy, social-emotional, mathematics, and science across the curriculum; embedded use of technology across the curriculum; and coaching that incorporates the mission of CAP, program evaluation outcomes and input from teachers and others Ensure the use of provided technology in the teaching-learning process, preparation of lesson plans, the documentation/assessment process, and communication of relevant information Assists the Coordinator of Personalized Supports and Curriculum Supervisor with reporting student progress to supervisors and teachers SOCIAL-EMOTIONAL SUPPORTS Supports teachers with the following: Implementing social-emotional and curriculum universal practices and effective classroom management Creating learning environments with high expectations for student achievement by communicating written teaching objectives and essential questions to students Establishing expectations and procedures to more effectively manage student behavior in classrooms Creating a physical space that is safe and accessible to all students, including those with special needs Creating developmentally appropriate and culturally sensitive lesson plans that align with the curriculum and reflect the needs of the students, including students with IEPs and Dual Language Learners Analyzing assessment results in individualization and differentiate instruction based on learning needs, styles, interests, and culture Provides coaching, modeling, and training to assist teachers with the following: Effective use of assessment to monitor progress and provide feedback to students Implementing small group and differentiated instruction to meet the needs of students, including students with IEPs and Dual Language Learners Provides targeted, non-evaluative coaching support in classrooms based on a coaching schedule that is established with teachers with a focus on the dimensions of the CLASS and shows respect in keeping appointments scheduled as well as being prepared for each meeting Set goals and action steps with staff and implement the Practice-Based Coaching framework to establish effective collaborative coaching partnerships In collaboration with Early Learning Supervisors, provide coaching to staff in Thrive to 5 programming around PBIS Universal/Foundational practices Develop and support implementation of Positive Behavior Intervention Support Plans at the targeted and tertiary level of the Thrive to Five Approach to Social Emotional Development and Program-Wide Positive Behavior Intervention and Support Procedures (PW-PBIS) Mental Health system Ensures compliance in the area of mental health and supports PBIS implementation at assigned centers and program-wide Facilitate program training and professional development designed to increase content knowledge; pedagogy; the Mental Health system, Teaching Pyramid, PBIS practices, and Trauma-Informed practices throughout the calendar year. DATA MANAGEMENT AND ASSESSMENT Enters and updates referral information into the COPA database Enters information pertaining to outside Mental Health services children receive into COPA Collects and manages Behavior Incident data collected from their respective centers, including entering data into the assigned behavioral database Produce reports on available platforms to help review and interpret collected data Applies research and data to improve the content, sequence, and outcomes of the teaching-learning process Conducts the Teaching Pyramid Observation Tool (TPOT) assessment in preschool rooms and the Teaching Pyramid Infant-Toddler Observation Scale (TPITOS) in infant and toddler rooms Shares TPOT and TPITOS results with classroom staff and Early Learning Supervisors Collaborate with Early Learning Supervisors to coach the TPOT and TPITOS Collaborate with Early Learning Supervisors to monitor and support the implementation of PBIS plans at the universal, targeted, and tertiary levels of the Behavioral Health system Monitors and evaluates effective planning using the CLASS (Classroom Assessment Scoring System) in all domains and the dimensions of the appropriate age group Asses Thrive to Five classrooms using the CLASS at a minimum annually Organizes meetings with other specialists, program coordinators, and teachers to disseminate information, collect input and share new research regarding current developments and practices Evaluates the effectiveness of teaching methods in achieving outcomes aligned with the goals of Thrive to Five using the CLASS tool Completes data entry to meet administrative and progress monitoring requirements Works with Social-Emotional Learning and Disabilities Specialist to track data to assess, monitor and report outcomes Collaborate with the directors, cabinet coordinators, supervisors, and specialists to use evaluative findings to examine curriculum and instruction effectiveness and fuel ongoing continuous quality improvement including professional development needs and coaching AGENCY AND COMMUNITY COLLABORATIONS Participates in classroom Collaborative Case Management Conversation with Early Learning Supervisors, classroom staff, and Family Liaisons to identify families that would benefit from targeted behavior supports in the home Develops specific social/emotional behavioral plans for in-home use at the Universal, Targeted, and Tertiary levels as requested by families and completes Behavioral Home Visits to support home plans as requested or deemed necessary Assists in providing a welcoming environment for families by modeling enthusiasm and promoting parent/child activities Maintains parent/staff rapport and mutual confidence and trust with the classroom team Collaborate with itinerant teachers as needed to teach social-emotional skills Collaborate with Early Learning Supervisors, classroom staff, and Mental Health Consultants to make referrals to mental health community agencies Works to establish mutually respectful partnerships with local school systems to promote meaningful collaboration in the areas of teacher development, family engagement, and transition to kindergarten Participating in multi-disciplinary team meetings Coordinates meetings with relevant personnel and identifies resources to ensure children with disabilities and those that are Dual Language Learners can successfully participate in the curriculum LEADERSHIP Meets expectations of the job and maintains an appropriate demeanor Prepares written correspondence and other forms of communication to document and disseminate relevant information to impacted parties Regularly pursues opportunities to learn best practices in teacher professional development through research and collaboration with other agencies Interpret statutes, regulations, and Head Start Program Performance Standards for team members and community Collaborates with and assists the Coordinator of Personalized Supports, Curriculum Supervisor, and Social-Emotional Learning and Disabilities Specialist with reports, grant applications and renewals, assessment processes, and continuous quality improvement initiatives Follows all Community Action Partnership/Thrive to Five policies and promotes the agency mission and values in one's work and through interactions with others Works with colleagues in other CAP departments to address the needs of more than one department to efficiently use resources and to promote CAP's values Participates in program pre-service, mandated and ongoing professional development identified by assessment, interest, and needs; develops own Professional Development Plan Works with staff to develop strategies to resolve interpersonal problems affecting program operation Attends necessary meetings Maintains mutual confidence and trust with center teams *Performs other related duties as assigned. EDUCATION/EXPERIENCE REQUIREMENTS Bachelor's degree in Early Childhood Education, Early Intervention, or a related field with early childhood experience Two years of early childhood classroom experience Background in Positive Behavior Intervention and Support preferred Classroom coaching experience, Practice-Based Coaching model is preferred and experience using adult learning principles and training adults is advantageous **Please see attached for full job description** We value our team by uniting our employees with our mission. We offer a strong purpose with compassion for work-life balance. Below is a glimpse of our robust benefits offered: Sign-on Bonus, only available for external candidates Benefits: Medical, Dental & Vision Coverage / 403(b) Plan / Life Insurance / EAP Program Generous number of PTO Days banked annually Paid Parental Leave Tuition Reimbursement Employer- Assisted First Time Homebuyer Program Equal Employment Opportunity CAP provides equal employment opportunities to all qualified individuals without regard to race, gender, disability, ethnicity, religion, sexual orientation, age, citizenship, veterans status or genetic information. Americans with Disabilities Act Applicants as well as employees who are or become disabled must be able to perform the essential duties and responsibilities either unaided or with reasonable accommodation. The agency will determine reasonable accommodation on a case-by-case basis in accordance with applicable law.

Program Coach Program: Thrive to Five Classification: Exempt/Full-Time Location: This role will travel through Lancaster County classrooms depending upon children's needs. Program Coaches provide personalized support to staff, children and families in the areas of curriculum and social and emotional support within an Individualized Support Framework. Emphasis is placed on building self-regulation skills using evidence-based practices inclusive of Positive Behavior Intervention and support. Additional coaching emphasis is placed on supporting staff, children, and families in addressing classroom and individual child developmental needs in the areas of gross and fine motor, language, cognitive, literacy, STEM, social studies, the arts, and English Language Acquisition skill. DUTIES/RESPONSIBILITIES: CURRICULUM SUPPORTS Develop and supports staff with the implementation of the program curriculum, including SEL curriculum, and professional development initiatives Develops and revises curriculum documents using PA Learning Standards for Early Childhood Ensuring curriculum alignment with Thrive to Five goals and kindergarten readiness criteria of local school partners Aligning assessments with instructional goals and standards and using assessment results to monitor progress and adjust instruction in literacy, mathematics, science, and social-emotional Provides targeted, non-evaluative coaching support in classrooms based on a coaching schedule that is established with teachers with a focus on the dimensions of the CLASS and shows respect in keeping scheduled appointments as well as being prepared for each meeting Set goals and action steps with staff and implement the Practice-Based Coaching framework to establish effective collaborative coaching partnerships Facilitate program training and professional development designed to increase content knowledge, pedagogy integration of literacy, social-emotional, mathematics, and science across the curriculum; embedded use of technology across the curriculum; and coaching that incorporates the mission of CAP, program evaluation outcomes and input from teachers and others Ensure the use of provided technology in the teaching-learning process, preparation of lesson plans, the documentation/assessment process, and communication of relevant information Assists the Coordinator of Personalized Supports and Curriculum Supervisor with reporting student progress to supervisors and teachers SOCIAL-EMOTIONAL SUPPORTS Supports teachers with the following: Implementing social-emotional and curriculum universal practices and effective classroom management Creating learning environments with high expectations for student achievement by communicating written teaching objectives and essential questions to students Establishing expectations and procedures to more effectively manage student behavior in classrooms Creating a physical space that is safe and accessible to all students, including those with special needs Creating developmentally appropriate and culturally sensitive lesson plans that align with the curriculum and reflect the needs of the students, including students with IEPs and Dual Language Learners Analyzing assessment results in individualization and differentiate instruction based on learning needs, styles, interests, and culture Provides coaching, modeling, and training to assist teachers with the following: Effective use of assessment to monitor progress and provide feedback to students Implementing small group and differentiated instruction to meet the needs of students, including students with IEPs and Dual Language Learners Provides targeted, non-evaluative coaching support in classrooms based on a coaching schedule that is established with teachers with a focus on the dimensions of the CLASS and shows respect in keeping appointments scheduled as well as being prepared for each meeting Set goals and action steps with staff and implement the Practice-Based Coaching framework to establish effective collaborative coaching partnerships In collaboration with Early Learning Supervisors, provide coaching to staff in Thrive to 5 programming around PBIS Universal/Foundational practices Develop and support implementation of Positive Behavior Intervention Support Plans at the targeted and tertiary level of the Thrive to Five Approach to Social Emotional Development and Program-Wide Positive Behavior Intervention and Support Procedures (PW-PBIS) Mental Health system Ensures compliance in the area of mental health and supports PBIS implementation at assigned centers and program-wide Facilitate program training and professional development designed to increase content knowledge; pedagogy; the Mental Health system, Teaching Pyramid, PBIS practices, and Trauma-Informed practices throughout the calendar year. DATA MANAGEMENT AND ASSESSMENT Enters and updates referral information into the COPA database Enters information pertaining to outside Mental Health services children receive into COPA Collects and manages Behavior Incident data collected from their respective centers, including entering data into the assigned behavioral database Produce reports on available platforms to help review and interpret collected data Applies research and data to improve the content, sequence, and outcomes of the teaching-learning process Conducts the Teaching Pyramid Observation Tool (TPOT) assessment in preschool rooms and the Teaching Pyramid Infant-Toddler Observation Scale (TPITOS) in infant and toddler rooms Shares TPOT and TPITOS results with classroom staff and Early Learning Supervisors Collaborate with Early Learning Supervisors to coach the TPOT and TPITOS Collaborate with Early Learning Supervisors to monitor and support the implementation of PBIS plans at the universal, targeted, and tertiary levels of the Behavioral Health system Monitors and evaluates effective planning using the CLASS (Classroom Assessment Scoring System) in all domains and the dimensions of the appropriate age group Asses Thrive to Five classrooms using the CLASS at a minimum annually Organizes meetings with other specialists, program coordinators, and teachers to disseminate information, collect input and share new research regarding current developments and practices Evaluates the effectiveness of teaching methods in achieving outcomes aligned with the goals of Thrive to Five using the CLASS tool Completes data entry to meet administrative and progress monitoring requirements Works with Social-Emotional Learning and Disabilities Specialist to track data to assess, monitor and report outcomes Collaborate with the directors, cabinet coordinators, supervisors, and specialists to use evaluative findings to examine curriculum and instruction effectiveness and fuel ongoing continuous quality improvement including professional development needs and coaching AGENCY AND COMMUNITY COLLABORATIONS Participates in classroom Collaborative Case Management Conversation with Early Learning Supervisors, classroom staff, and Family Liaisons to identify families that would benefit from targeted behavior supports in the home Develops specific social/emotional behavioral plans for in-home use at the Universal, Targeted, and Tertiary levels as requested by families and completes Behavioral Home Visits to support home plans as requested or deemed necessary Assists in providing a welcoming environment for families by modeling enthusiasm and promoting parent/child activities Maintains parent/staff rapport and mutual confidence and trust with the classroom team Collaborate with itinerant teachers as needed to teach social-emotional skills Collaborate with Early Learning Supervisors, classroom staff, and Mental Health Consultants to make referrals to mental health community agencies Works to establish mutually respectful partnerships with local school systems to promote meaningful collaboration in the areas of teacher development, family engagement, and transition to kindergarten Participating in multi-disciplinary team meetings Coordinates meetings with relevant personnel and identifies resources to ensure children with disabilities and those that are Dual Language Learners can successfully participate in the curriculum LEADERSHIP Meets expectations of the job and maintains an appropriate demeanor Prepares written correspondence and other forms of communication to document and disseminate relevant information to impacted parties Regularly pursues opportunities to learn best practices in teacher professional development through research and collaboration with other agencies Interpret statutes, regulations, and Head Start Program Performance Standards for team members and community Collaborates with and assists the Coordinator of Personalized Supports, Curriculum Supervisor, and Social-Emotional Learning and Disabilities Specialist with reports, grant applications and renewals, assessment processes, and continuous quality improvement initiatives Follows all Community Action Partnership/Thrive to Five policies and promotes the agency mission and values in one's work and through interactions with others Works with colleagues in other CAP departments to address the needs of more than one department to efficiently use resources and to promote CAP's values Participates in program pre-service, mandated and ongoing professional development identified by assessment, interest, and needs; develops own Professional Development Plan Works with staff to develop strategies to resolve interpersonal problems affecting program operation Attends necessary meetings Maintains mutual confidence and trust with center teams *Performs other related duties as assigned. EDUCATION/EXPERIENCE REQUIREMENTS Bachelor's degree in Early Childhood Education, Early Intervention, or a related field with early childhood experience Two years of early childhood classroom experience Background in Positive Behavior Intervention and Support preferred Classroom coaching experience, Practice-Based Coaching model is preferred and experience using adult learning principles and training adults is advantageous **Please see attached for full job description** We value our team by uniting our employees with our mission. We offer a strong purpose with compassion for work-life balance. Below is a glimpse of our robust benefits offered: Sign-on Bonus, only available for external candidates Benefits: Medical, Dental & Vision Coverage / 403(b) Plan / Life Insurance / EAP Program Generous number of PTO Days banked annually Paid Parental Leave Tuition Reimbursement Employer- Assisted First Time Homebuyer Program Equal Employment Opportunity CAP provides equal employment opportunities to all qualified individuals without regard to race, gender, disability, ethnicity, religion, sexual orientation, age, citizenship, veterans status or genetic information. Americans with Disabilities Act Applicants as well as employees who are or become disabled must be able to perform the essential duties and responsibilities either unaided or with reasonable accommodation. The agency will determine reasonable accommodation on a case-by-case basis in accordance with applicable law.

Embark on a Journey of Impactful Adventure Assists in managing the implementation, development and delivery of the Competitive Gymnastics program. Recruits, trains and supports assigned staff and volunteers. Additional responsibilities include hiring and training of staff; curriculum development; budget control; and adhering to all regulatory and Association standards. The Associate Gymnastics Coach leads the Gymnastics Team in providing a safe environment and provides leadership in expanding Gymnastics programming. Who Are We? The YMCA of Greater Brandywine (YGBW) was named a 2025 Top Workplace by The Philadelphia Inquirer for a second consecutive year. An association of nine YMCAs serving Chester County, the YMCA of Greater Brandywine is a non-profit organization dedicated to nurturing the potential of every child, promoting healthy living, and fostering social responsibility through life-changing programs for all. Perks & Benefits * Free family YMCA membership, including outdoor pools * Medical, dental, and vision insurance, along with paid holidays and plentiful PTO for full-time employees * Babysitting while you work (up to 4 hours per day) * Generous program discounts on childcare, camp, youth sports, swimming lessons and more! * 12% employer contribution to retirement savings upon reaching eligibility and optional 403B retirement savings plan upon hire. * Employee Assistance Program * Continuing education reimbursement, tuition discounts with Chestnut Hill College and Immaculata University * Career development and paid training * Unlimited referral bonus beginning at $300.00 What You'll Do * Oversee and coach age group (12 and Under) programming. * Communicate with 12 and Under members and parents on a regular basis * Assist Director of Gymnastics * with building a season plan (including meets) and work with Director of Gymnastics to implement * in maintaining team database and all 12 and Under meet entries * staff age group accordingly to need as well as training * administration duties such as account management, registrations, USAG programs implementation * vision and plan of team and how to implement * as to what events should be attended and season plans according * develop and deliver a high quality, mission focused, YMCA age group competitive gymnastic program for youth ages 5-18. * manage coaching schedules and vacation schedules, ensuring coverage at all times * assist in recruitment and retention of program participants. * develop and oversee the practice schedule of all levels, attend all meets and support the entire competitive program. * Facilitating summer gymnastics program * Create new opportunities for our athletes to improve the experience * Manage and organize participation, registration and logistics of gymnasts at all gymnastic meets. * Creating home gymnastic meets, meet manager duties, as well as team entries * Create and organize volunteers for events and being point of contact for volunteer communication for our dual meets. * Teach and instruct participants through use of an appropriate curriculum that addresses the skill levels of all participants and assures the program is inclusive and welcoming for all. * Follow association guidelines related to budget, travel and meet participation. Refer to budget manual, personnel manual and supervisor for specific clarification as needed. * Coordinates vacation outside of the competitive season responsibilities. * Assists with annual campaign activities. * Ensures compliance with all YGBW policies and standard operating procedures. * Performs other related duties as assigned.

Athletics/Activities/Coach - Baseball SENIOR HIGH SCHOOL JUNIOR VARSITY HEAD BASEBALL COACH 2025-2026 SCHOOL YEAR

Qualifications: High school diploma required; Prior coaching experience at the high school, club, or collegiate level preferred. Knowledge of rules, strategies, and training techniques. Strong leadership, communication, and organizational skills. Ability to motivate and mentor student-athletes. PIAA Certification required within 2 years to be able to coach a PIAA sport. Description: The School District of Springfield Township is seeking candidates who possess excellent interpersonal skills, the desire to work with energetic students, and the ability to relate well within the school community. SDST is committed to diversity in our workplace and welcomes the opportunity to consider all candidates. The High School Coach is responsible for leading and developing student-athletes in [Sport Name], fostering sportsmanship, teamwork, and skill development. The coach will plan and conduct practices, oversee games and competitions, and promote academic and athletic excellence while upholding school and district policies. Key Responsibilities: Develop and implement practice plans that enhance athletes' skills, fitness, and teamwork. Provide instruction on game strategies, techniques, and fundamentals. Monitor and support student-athletes' academic progress and personal growth. Instill values of discipline, respect, and sportsmanship. Organize team rosters, tryouts, and player development programs. Foster a positive and inclusive team culture that emphasizes hard work and integrity. Communicate effectively with players, parents, staff, and administration. Maintain high ethical standards in coaching, recruitment, and conduct. Develop competitive game strategies and manage in-game decision-making. Coordinate team logistics, including transportation, scheduling, and equipment management. Ensure athletes follow safety protocols and adhere to sportsmanship standards. Adhere to all school district, state, and athletic association regulations and policies. Maintain accurate records, including attendance, medical clearances, and eligibility forms. Assist in fundraising, community engagement, and program development efforts. Terms of Employment: If you are an external candidate and you are offered a position with the School District of Springfield Township, please be advised that the following information will be required before you are able to begin working: State Police Clearance (Act 34) Child Abuse Clearance (Act 151) FBI Fingerprints (Act 114) School Health Record - includes physical & tb test from within a year Act 24 (PDE Form 6004) - Arrest/Conviction Report PA Sexual Misconduct/Abuse Disclosure Release- A separate form must be completed for: 1. Current employer; and 2. All former employers that were school entities; and 3. All former employers where you were in a position that involved direct contact with children. To find more information about how to complete these documents go to the district Employment Opportunities website.

Job DescriptionSalary: The Lansdale Swim Team is looking for a Head Swimming and Diving Coach for the 2026 Bux Mont Swim League (Bux Mont Swim League) season. We are looking for an energetic and motivated individual to work with our swimmers' grades K-12, Head Diving Coach, Assistant Coaches, Parents and Volunteers.The ideal candidate has a minimum of 5 years coaching experience, head coaching experience preferred, strong leadership and communication skills, the ability to connect with children from grades K-12, and an infectious enthusiasm for the sport of swimming. In addition, will have the drive and desire to improve the competitiveness of the team, while creating a fun and positive environment for the swim team members, coaches and families.The candidate will work closely with the Swim Team Board, Lansdale Borough Leadership and swim team parent representatives to carry out the many day-to-day responsibilities of the coaching staff. Practices and Meets: The swim season runs from Memorial Day until the first week in August. Meets are held on Monday, Tuesday and Thursday evenings in June and July, as well as a few Saturday invitationals. Regular attendance for these events is required. Preseason meetings may be required. Job Responsibilities: Promote a fun, safe, and team-oriented environment Be a role model for the swimmers, especially in the older age groups Identify age- and skill-appropriate drills for each age group to include stroke, starts, turns, etc. Plan and run practices for each age group Maintain control and safety of swimmers Provide stroke technique instruction to beginning, intermediate, and advanced swimmers Coordinate logistics for each swim meet for swimmers and parents Communicate timely with Parents Generate meet lineups with input from assistant coaches Review meet results (including disqualification issues) and work with swimmers to improve performance Help with setup and breakdown of all practices and swim meets Maintain organization of swimmers prior to and during swim meets Ensure all SafeSport and USA Swimming protocols are being followed at all times by all coaches Required Qualifications: Experience as a head coach, or extensive experience as an assistant coach US Swim Coach Certification or equivalent preferred Valid CPR/AED, First-Aid certification College Degree (preferred) Strong organizational skills Effective communications skills (for children and parents)

The Lansdale Swim Team is looking for a Head Swimming and Diving Coach for the 2026 Bux Mont Swim League (Bux Mont Swim League) season. We are looking for an energetic and motivated individual to work with our swimmers' grades K-12, Head Diving Coach, Assistant Coaches, Parents and Volunteers. The ideal candidate has a minimum of 5 years coaching experience, head coaching experience preferred, strong leadership and communication skills, the ability to connect with children from grades K-12, and an infectious enthusiasm for the sport of swimming. In addition, will have the drive and desire to improve the competitiveness of the team, while creating a fun and positive environment for the swim team members, coaches and families. The candidate will work closely with the Swim Team Board, Lansdale Borough Leadership and swim team parent representatives to carry out the many day-to-day responsibilities of the coaching staff. Practices and Meets: The swim season runs from Memorial Day until the first week in August. Meets are held on Monday, Tuesday and Thursday evenings in June and July, as well as a few Saturday invitationals. Regular attendance for these events is required. Preseason meetings may be required. Job Responsibilities: Promote a fun, safe, and team-oriented environment Be a role model for the swimmers, especially in the older age groups Identify age- and skill-appropriate drills for each age group to include stroke, starts, turns, etc. Plan and run practices for each age group Maintain control and safety of swimmers Provide stroke technique instruction to beginning, intermediate, and advanced swimmers Coordinate logistics for each swim meet for swimmers and parents Communicate timely with Parents Generate meet lineups with input from assistant coaches Review meet results (including disqualification issues) and work with swimmers to improve performance Help with setup and breakdown of all practices and swim meets Maintain organization of swimmers prior to and during swim meets Ensure all SafeSport and USA Swimming protocols are being followed at all times by all coaches Required Qualifications: Experience as a head coach, or extensive experience as an assistant coach US Swim Coach Certification or equivalent preferred Valid CPR/AED, First-Aid certification College Degree (preferred) Strong organizational skills Effective communications skills (for children and parents)

Athletics/Activities/Coach - Girls Lacrosse SENIOR HIGH SCHOOL JUNIOR VARSITY HEAD GIRLS LACROSSE COACH 2025-2026 SCHOOL YEAR

December 19, 2025 A N T I C I P A T E D V A C A N C Y is available for the Spring 2026 Season: Track & Field Assistant Coach Radnor High School First Practice Date- March 2, 2026 Season runs until the end of May All applicants who are interested in filling this position must apply online at ************* Scroll to bottom of homepage and click on “Employment”. Current district employees, please be sure to click the “Sign-In/Register” link at the top of the page, before logging in. Additional Requirements: Completion of PDE required training (on-line training courses) Valid driver's license and reliable transportation May be required to lift up to 40 lbs. Preferably knowledgeable in throwing events Additional documents that are required for employment but are not required in order to apply: Current (less than one year old) clearances: PA Child Abuse History Clearance (Act 151),? PA Criminal Record Check (Act 34) , and?FBI? Fingerprint Record (Act 114) Arrest/Conviction Report and Certification Form (PDE-6004); th is form is required of all prospective employees under Act 24 of 2011. Required Test for Tuberculosis (within three months)? A TB test is a state-mandated requirement for employment with the district.? Completion of PA Act 168 Disclosure Release Form(s) - selected candidates only Deadline: 3/01/2026