Executive Director, Early Learning Services

POSITION SUMMARY: The Executive Director (ED), Early Learning Services (ELS) maintains oversight and coordination of the business operations of the Preschool Early Intervention (EI) program in the cities of Philadelphia and Chester; implements preschool EI grant funding; works in conjunction with and under the authority of the Pennsylvania Department of Education (PDE), the Bureau of Special Education (BSE), and the Office of Child Development and Early Learning (OCDEL); provides vision, leadership, structure, and organization to ensure eligible children in the cities of Philadelphia and Chester receive EI services in a timely manner; works at a high level forging strategic relationships and partnerships across the Cities of Philadelphia and Chester; oversees the general budget; measures performance outcomes; and drives continuous quality improvement. The ED uses deep knowledge of special education funding to ensure that all children are served according to state and federal timelines and regulatory requirements.

DUTIES AND RESPONSIBILITIES:

• Provide supervision of assigned staff in the areas including, but not limited to, recruitment, selection, leadership, coaching, training, performance management, promotion, discipline, and termination
• Provide oversight of the development of strategic and tactical initiatives and of the daily operations of the program through management and direct involvement, as appropriate, with internal and external stakeholders to deliver on Elwyn's Mission every day, all day with tasks including but not limited to data review, data analysis and trend analytics and course correction, fielding concerns from the external stakeholder community and forging new initiatives to improve overall operations and system flow
• Collaborate with the Executive Director of Quality Improvement to write and approve policies and procedures to maintain compliance and a high-quality service delivery model in alignment with the Elwyn brand and commitment to excellence including, but not limited to, staying abreast of EI regulations, bulletins, and announcements; participating in QI and enhancement planning meeting and determination; reviewing and approving policies; and reviewing the impact of changes and enhancements to EI service delivery
• Maintain oversight of the development of a continuum of services in each region of the cities to ensure that services are delivered in a timely manner and in accordance with regulations by gathering data, setting benchmarks and targets, leading strategy meetings, and collaborating with community stakeholders and strategic partners
• Oversee all program operations, activities, and budget including, but not limited to, creating the annual program calendar, managing relations with partner organizations, resolving issues as they arise to keep the EI programming stable, and ensuring the proper implementation of city-wide child find activities to ensure continuity, compliance and quality for those entitled to services under the law
• Ensure program compliance with Pennsylvania Chapter 14, Part 300 regulations including, but not limited to, completing monthly operational reports and dashboards, monitoring program inputs and outputs, conducting parent and staff surveys and periodic quality audits, utilizing data analytics to inform program needs and challenges, identifying areas of success and/or expansion, preparing status reports, and conducting presentations which highlight program needs and challenges as well as areas of success and/or expansion
• Plan for the overall fiscal stability of the ELS program by remaining within the OCDEL allocation and achieving School Based ACCESS Program (SBAP) minimum requirements through activities including, but not limited to, participation in the monthly variance meeting, monitoring expenditures, SBAP drawdown amount, Random Moment Time Study (RMTS) compliance, caseload reports, and number of children served annually
• Oversee student services including ensuring the continuum of care for preschool children with disabilities through direct outreach to parents, families and community service providers; participation in city-wide initiatives including, but not limited to, Philadelphia Interagency Collaboration Committee (PICC), Children's Hospital of Philadelphia (CHOP) Policy Lab, Infant-Toddler/School District of Philadelphia transition collaboration, Disabilities Institute at Temple University, Philadelphia Autism Collaborative, Ed Law Coalition, and Mayor's office initiatives; and collaboration meetings withkey stakeholders to leverage expertise between programs; providing leadership, coaching, and guidance to assist ELS leadership team to derive the annual strategy; and presenting program model, findings, and outcomes at local and/or national levels
• Promote the program capacity-building of the preschool early intervention program model by sharing its operational effectiveness and efficiency through outcome data reported, at least annually, to City officials, legislators, Commonwealth agencies ((OCDEL), (PDE), etc.), funding sources, and community leaders throughout Philadelphia and Chester
• Employ the regular use of state data systems by regularly reviewing data and reports; review, interpret, and utilize all reports required by federal, state, and local entities including but not limited to the Cognos Data Warehouse, Pennsylvania's Enterprise to Link Information for Children Across Networks (PELICAN), DocuShare, Early Intervention Technical Assistance (EITA) Portal, and the EI Padlet to ensure compliance with federal and state regulations and mandates
• Develop and use standard and ad hoc reports to measure and demonstrate successes to identify emerging opportunities and performance gaps within preschool EI services in Philadelphia and Chester; compile data and statistics on program performance on a quarterly and annual basis; and issue an annual report which measures inputs and outputs including, but not limited to, referral and intake, evaluation, Individualized Education Plan (IEP) development, student services, transition activities, parent satisfaction, timeliness, pending services, and compensatory education
• Maintain a working knowledge of Chapter 14 regulations, Part 300, Part B, Individuals with Disabilities Education Act (IDEA), SBAP, PA Promise, and Public Consulting Group (PCG) systems, regulations, and processes; keep current with changes, mandates, and OCDEL expectations to ensure the proper application of the laws governing the early intervention program
• In collaboration with the ELS leadership and Elwyn's human resources team, identify, develop, plan, and implement staff engagement activities, including, but limited to, scheduling job fairs and higher education recruiting; developing employee appreciation activities, perks, and opportunities; establishing programs for employee referral, hiring, and performance bonuses; and developing, implementing, and administering mentoring opportunities, employee roundtables, videoconferences, and town halls to ensure involvement of all ELS staff, administrative and leadership teams, parents, and other key ELS and EI stakeholders
• Communicate and consult with administration, staff, and parents concerning issues, policies, and procedures as they apply to early intervention services to ensure all members of the service line have an equal voice and are equitably supported
• Perform other duties as assigned

IMMEDIATE SUPERVISOR: Vice President of Children's Services

DIRECT REPORTS: Senior Director, Local Education Agency; Senior Director, Student Services; Administrative Assistant

CONTACTS: The Elwyn Service Triangle, Parent Advisors, Office of Child Development and Early Learning (OCDEL), Bureau of Special Education and Family Services (BSEFS), Pennsylvania Department of Education (PDE), School District of Philadelphia, Educational Law Center (ELC), Coalition of Advocates(COA), Pennsylvania Training and Technical Assistance Network (PATTAN), Southeastern Pennsylvania Early Childhood Coalition (SEPECC), Parent Education Advocacy and Leadership Center (PEAL), Hospitals, Health Care Systems Administrators, higher education affiliates, Access to Care Center, Professional Development, Quality Improvement, Family Resource Center staff, and other city officials and personnel

EDUCATION/EXPERIENCE/SKILLS REQUIREMENTS:

• Bachelor's degree or equivalent in Education, Child Development, Social Work, or similar field; Master's degree in Early Childhood and/or in Special Education preferred
• PDE Teaching Certification in Early Childhood or in Special Education preferred
• Ten (10) years demonstrated experience managing programs and systems, leading change, and effectively leading, coaching, and mentoring directors, professionals, and direct line staff to deliver targeted goals and initiatives and deliver on expected outcomes
• Demonstrated experience with increasing authority and accountability in developing, managing, evaluating, implementing change, and leading early intervention programs
• Demonstrated working knowledge of special education funding 611, 619, 212, School Based ACCESS Program, and other related funding sources
• Demonstrated deep knowledge of preschool early intervention and state and federal regulations as they relate to preschool early intervention
• Demonstrated ability to create, read, interpret, and analyze complex reports and information and apply findings and results to improve program operations
• Demonstrated ability to meet ELS goals with measurable outcome
• Demonstrated applied knowledge of evidence-based practices and trends within preschool early intervention and early childhood education
• Ability to build strong, productive, and collaborative relationships and coalitions with all levels inside and outside the organization from entry-level through senior leadership and with external partners, including parents and other key external stakeholders
• Demonstrated ability to work effectively as part of a team
• Ability to work in a fast-paced environment and manage and prioritize multiple, often competing, priorities
• Demonstrated strong attention to detail
• Demonstrated strong time management and organizational skills to manage multi-level service delivery system
• Demonstrated excellent judgment with the ability to independently solve problems and make decisions with little or no need for direct supervision
• Demonstrated ability to anticipate future needed changes or identify problem areas and take effective actions
• Must possess excellent customer interaction, collaboration, presentation, and written and verbal communication skills
• Demonstrated intermediate skill level in Microsoft Office, including Outlook, Word, Excel, and PowerPoint
• Experience using/knowledge of electronic records preferred
• Must have current, valid driver's license in state of residence, three (3) years driving experience in the United States, and acceptable driving record