Early Childhood Programs Supervisor Full Time

Reports To: Director of Community Ed and Comm. and Director of Special Services

Department(s): Community Ed and Special Services Directors

FLSA Status: Exempt

Band/Grade: 15

Bargaining/Work Unit: District Supervisors

Annual Work Days: 205

Compensation / Benefits

• Please see the Supervisors Master Agreement for Salary Information
• This position does receive benefits. Please see the Supervisors Master Agreement for details.

Job Summary

Under the direction of the Community Education and Special Services Directors, the Early Childhood Programs Supervisor oversees staff and operations for early childhood, preschool, and school readiness programs (Birth – age 5), including supervising personnel, supporting budgets, coordinating registration, evaluating programs, and promoting services within the community.

Supervisory Responsibilities

Direct Supervision

Early Childhood Teachers

Educational Support Professionals (Paraprofessionals)

Indirect Supervision

Special Education Teachers

Essential Duties And Responsibilities

Staff Supervision & Leadership

Percent of Time: 45%

• Recruits, interviews, supervises, and evaluates Early Childhood teachers and paraprofessional staff.
• Supervises Early Childhood Special Education teachers and paraprofessional staff; works collaboratively with Special Services Supervisor as it relates to staffing and evaluation of Special Services Staff.
• Administers and monitors provisions of labor agreements.
• Schedules staff in alignment with budget, contract requirements, and program needs.
• Coordinates and facilitates staff development activities.
• Recruits and manages substitute personnel.
• Provides professional expertise and instructional guidance to staff.
• Performs ECFE/Parent Educator duties as needed (teaching classes, home visits, substitute coverage).

Program Administration & Compliance

Percent of Time: 30%

• Plans, implements, and monitors daily operations of ECFE, Preschool, and School Readiness programs.
• Ensures compliance with Minnesota statutes, DHS guidelines, MDE requirements, and best practices in early childhood education.
• Monitors enrollment processes, including intake, referral, payment, and fee assistance.
• Prepares and coordinates required reports and statistical summaries for the Minnesota Department of Education (MDE).
• Coordinates alternative site use, transportation for field trips, and substitute coverage.
• Interprets rules, regulations, and program guidelines for staff.
• Coordinates Early Childhood Screenings, including site management, staffing, referrals, and follow-up.
• Supports family transitions among early childhood programs and into K-12.
• Serves as a district representative during IEP meetings.

Budget & Fiscal Management

Percent of Time: 10%

• Recommends, administers, and monitors program budgets.
• Manages expenditures to maintain balanced program budgets.
• Identifies alternative funding sources and prepares grant applications.
• Codes and tracks expenditures using UFARS program coding.
• Processes and approves paraprofessional timesheets.

Community Engagement & Outreach

Percent of Time: 10%

• Develops and implements community outreach initiatives.
• Coordinates promotional materials, including brochures, newsletters, and presentations.
• Prepares communications to newborn families to encourage district census registration.
• Collaborates with advisory committees and community organizations.
• Conducts program evaluations through surveys and community input.
• Builds partnerships with schools, health agencies, and human services to maximize program effectiveness and minimize duplication.

Special Projects and Professional Development

Percent of Time: 5%

• Attend meetings, workshops, and training sessions to maintain knowledge in areas related to the position.
• Stays abreast of changing laws and requirements related to work.
• Performs other job-related duties as requested or assigned.

Knowledge, Skills, And Abilities

• Ability to work cooperatively with others in a manner that builds respect and teamwork.
• Highly developed interpersonal skills, including listening, communication, and presentation of information.

KNOWLEDGE, SKILLS, AND ABILITIES (Cont’d)

• Demonstrated exceptional customer service skills, including outstanding conflict resolution, responsiveness, and follow-through.
• Ability to effectively communicate through a variety of mediums; Highly developed written and verbal communication and interaction skills.
• An ability to work purposefully, confidently, and independently within authority and responsibility parameters of the position under minimal supervision.
• Ability to work successfully under pressure and handle multiple and changing priorities and requests from a wide variety of sources, with attention to detail and deadlines.
• Excellent organizational, planning, group process, and time management skills, and an ability to provide clear, correct answers and direction to others.
• Knowledge of early childhood state and federal laws, established policies, protocols, and procedures, and the ability to interpret and apply, in order ensure compliance with same.
• Ability to manage tuition-based programs, grants, and fee structures.
• Demonstrated skills in planning, organizing, developing, recommending, implementing, and evaluating instructional and early childhood programs and services.
• Knowledge of continuous improvement model and the ability to apply such standards, utilizing and setting benchmarks in order to improve the quality and efficiencies of work.
• Skill to manage staff in a collaborative, team environment, including effective delegation skill and ability to provide clear direction and support to others, in order to meet expectations from various stakeholders.
• Demonstrated knowledge of instructional and intervention strategies, concepts, principles, methods, best practices, and trends dealing with issues of child development, family systems, parenting education, and instructional methods.
• Knowledge of resources, service alternatives, and options available to children with special needs.
• Ability to lead integrated service delivery models.
• Demonstrated ability to transfer information into easily understood documents.
• Excellent recruitment and selection skills and the ability to clearly characterize District and site expectations.
• Knowledge and ability to anticipate the skill profiles and new learning required to provide the expected level of service throughout the District.
• Ability to create/maintain accurate records and tracking systems.
• Demonstrated attention to detail.
• Ability to establish and maintain effective relationships with students, parents, staff, and the public.
• An ability to convene the right individuals and direct the group toward reasonable resolutions of concerns and appropriate responses to special requests.
• Ability to affect positive public relations and reinforce such activities on a local site and District-wide basis.

EDUCATION/CERTIFICATION REQUIREMENTS*

• Bachelor’s Degree in Early Childhood Education, Parent Education, Early Childhood Special Education, or related field
• Administrative licensure in a related field
• Valid Minnesota driver’s license or evidence of equivalent mobility

EXPERIENCE REQUIREMENTS*

• Minimum of three years previous ECFE or Parent Education teaching experience.
• Three to five years of previous supervision experience.
• Such alternatives to the above qualifications as the District may find appropriate and acceptable.

Physical Job Requirements

The physical job requirements described here are representative of those an employee encounters while performing the primary functions of this job.

Physical Job Requirements

Key: N=Never O=Occasionally (1-33%) F=Frequently (34-66%) C=Consistently (67-100%)

Demands

Demands

Demands

PhysicalLifting/CarryingExposure to Environ. Conditions StandingOUp to 10 poundsC

Possible exposure to blood-borne

pathogens through blood and/or body fluids

OWalkingOUp to 25 poundsOSittingOUp to 50 poundsNTalking in person/on the phoneFUp to 75 poundsNToxic chemicalsNPushing/PullingOUp to 100 poundsNMoving partsNHearingFMore than 100 poundsNElectrical shock riskNFeeling, grasping, finger dexterityCNoise LevelsExplosivesN Climbing, balancingOQuiet (i.e. private office)OFumesNStooping (bend at waist)FModerate noise (i.e. business office with typewriters/ printers, light traffic)FExtreme cold (non-weather)NCrouching, crawling, kneeling, squattingFExtreme heat (non-weather)NLoud noise (i.e. many children laughing & playing, large earth moving equipment)OVarying weather conditionsNStretching/reaching with hands & armsFSight Vision for close work/ability to adjust focusODistinguishing smellOVery loud noise (i.e. jack hammer, front row rock concert)NDistinguishing temperatureNLooking at computer monitorFTraveling by automobileOColor vision (identify & distinguish colors)O Peripheral, depth perceptionO