Overall Purpose
The job of EHS Home Educator is done for the purpose/s of delivering home-based services to children (birth to age four) and expectant mothers; identifying, tracking, and brokering child health, prenatal, and postpartum health needs; and providing parenting instruction on home visits to enrolled families .

Direct Supervisor
Director of Early Learning
Essential Functions

• Provides weekly child-focused home based services to English and/or Spanish speaking families and expectant women.
• Plans, facilitates, and delivers weekly individualized child and parent lessons, activities, and instruction based on observations, parental input, Georgia Early Learning and Development Standards(GELDS), child assessment/screening results, pre-existing case plans (such as IFSP's or IEP's), due or unmet health requirements, child likes preference, and linguistic and cultural background.
• Plans and facilitates bi-weekly group parent and child together activities, presentations and parent trainings.
• Models positive teaching and parenting strategies to parents of enrolled children.
• Facilitates the integration of needed services for all Early Head Start/Head Start families.
• Screens and assesses children's development.
• Documents, tracks and provides child and family case management in the areas of physical health, nutrition, oral, mental health, prenatal health, early childhood education and safety to Early Head Start/Head Start families.
• Promotes and provides opportunities for children and families to participate fully in pre-school activities.
• Facilitates engagement of parents between the home, program, community and pre-school in the areas of parent involvement in program governance, community partnerships, overall child health and development.
• Plans for and provides smooth transition from EHS to other programs and within program options ensuring that home visits and services continue until transition process is complete.
• Collects and analyzes data (formative and summative assessment, etc.) for the purpose of adjusting instructional strategies.
• Attends meetings and in-service presentations (scheduled professional development, etc.) for the purpose of acquiring and/or conveying information relative to job functions.
• Establishes positive individual relationships (working with parents and their children together, etc.) for the purpose of building confidence and self-esteem as parent or guardian.
• Provides ongoing feedback (family goal setting and adjustments based upon formative assessment, etc.) for the purpose of informing supervisor, staff, and parents or guardians of students' progress.
• Responds to potential emergencies encountered during home visits for the purpose of resolving immediate safety concerns and/or directing to appropriate personnel for resolution.

Marginal Functions

• Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit.

Competencies

• Skills-based Competencies

Required to perform multiple tasks with a need to occasionally upgrade skills in order to meet changing job conditions. Specific skill based competencies required to satisfactorily perform the functions of the job include: preparing and maintaining accurate records; using pertinent software applications; and organizational skills.

• Knowledge-based Competencies

Required to perform basic math, including calculations using fractions, percentages, and/or ratios; read a variety of manuals, write documents following prescribed formats, and/or present information to others; and analyze situations to define issues and draw conclusions. Specific knowledge based competencies required to satisfactorily perform the functions of the job include: stages of child development; age appropriate activities; lesson plan requirements; methods of motivating and responding to the individual needs of children; and awareness of codes, regulations, and laws related to counseling students.

• Ability-based Competencies

Required to schedule activities, meetings, and/or events; often gather, collate, and/or classify data; and use basic, job-related equipment. Flexibility is required to work with others in a variety of circumstances; work with data utilizing specific, defined processes; and operate equipment using standardized methods. Ability is also required to work with a wide diversity of individuals; work with similar types of data; and utilize job-related equipment. Problem solving is required to identify issues and create action plans. Problem solving with data requires independent interpretation of guidelines; and problem solving with equipment is limited to moderate. Specific ability based competencies required to satisfactorily perform the functions of the job include: providing direction and leadership; communicating with persons of varied backgrounds; maintaining confidentiality; establishing and maintaining constructive relationships; and adapting to changing priorities.

Requirements
Child Development Associate (CDA) or comparable credential, and have been trained or have equivalent coursework as part of an Associate's or Bachelor's degree.
Associate's or Bachelor's Degree in Early Childhood Education or Child Development prefered
Fluency and Literacy in Spanish and English
Valid Georgia Driver's license

Physical Requirements
The usual and customary methods of performing the job's functions require the following physical demands: occasional lifting, carrying, pushing, and/or pulling, frequent stooping, kneeling, crouching, and/or crawling and significant fine finger dexterity.

Generally the job requires 40% sitting, 30% walking, and 30% standing.

Continuing Education/Training
Valid Georgia Driver's license

Clearances
Criminal Justice Fingerprint
Background Clearance
Sex Offender Registry Check
Child Abuse Registry Check

Fair Labor Standards Act
Non-Exempt