Intervention & Development Specialist - Brightside Academy

Brightside Academy is a recognized early childhood education provider offering a safe, supportive, and educational environment focused on child development at every stage. We offer state-of-the-art facilities with a nationally recognized curriculum.

With 30+ locations throughout Pittsburgh and Philadelphia PA, Brightside Academy believes that our employees are our best resources for our children and communities.  If you have a passion for growth and development, can thrive in a challenging yet rewarding environment, have worked in a capacity overseeing children for at least two years and are ready to excel in your career, we’d like to speak with you! 

We offer highly competitive wages, and our team members enjoy a multitude of benefits such as * Medical Plan options, * Dental/Vision Plan options, * FREE Short-Term Disability, * 9 Paid Holidays, * Up to 25 Paid Time Off Days, * 401(k) Traditional & Roth Plans with Company Match, * FREE Life Insurance coverage, * Additional & affordable Group Term Life Benefits, * Life Assistance Program, * Transit Benefits for commuting, * Child Care Discounts, * Team Member Discount Programs, * Travel & Identify Theft Assistance, * Credit Union Partnership, * Employee Engagement events, * Bonus opportunities, * Professional Development Educational Opportunities and Credentialing Assistance, * FREE CDA Certification training, * Various Professional & Personal Continuing Learning Opportunities and Career Advancement, * Support from all levels within the company, * Our continued efforts to making Brightside Academy a Great Place to Work

EEO/M/F

Job Responsibilities for Intervention & Development Specialist.

*Communicates frequently on status of assigned Academies indevelopmental screening, identification of referral, monitors, and reports on progress.

*Utilizes targeted scheduling to conduct weekly visits to assigned Brightside Academies and deliver specialized support and instruction for the improvement of high quality inclusive practices relevant to child outcomes for infants, toddlers, preschoolers and youth with suspected and/or diagnosed disabilities, including but not limited to: children with early childhood diagnosis, social emotional skill deficits, unique or complex behavioral concerns, mental and/or physical impairment, at-risk of developmental delay, gifted and/or low incidence abilities; report timely.

*Responds to Intervention/PBIS/MTSS inclusive practices, disability reporting, and all other best practices. 

*Delivers instruction to improve inclusive practices, promoting child outcomes for infants, toddlers, preschoolers, and youth that are suspected or diagnosed with disabilities that include:  children with early childhood diagnosis, social emotional skill deficits, unique or complex behavioral concerns, mental and/or physical impairment, at-risk of developmental delay, gifted or low incidence abilities.

*Provides in-class coaching and technical assistance for child development, special education, and behavioral health support.

* Review and evaluate lesson plans and activities to ensure services are culturally, linguistically and developmentally appropriate and inclusive of individual’s level of ability, interests and developmental rates

*Collaborate with the Education/Quality Assurance Team to assist in classroom teaching personnel while considering specialized programming and differentiated instruction.

*Conducts formal and informal evaluations; evaluates lesson plans and activities to ensure services provided are culturally, linguistically, and developmentally appropriate and inclusive of individual levels of ability, interests, and developmental rates.

*In collaboration with internal company personnel coordinates early intervention and community based behavioral health service providers to obtain necessary support and services.

*Advocates for children and families receiving behavioral health and special education support or services among families and community-based service providers

*Administer ongoing training and professional development opportunities for leadership, teachers and families that promotes high quality inclusive practices, mental health and wellness, social emotional learning, unique and complex behavioral concerns, best practices in special education, developmental stages, screenings and evaluation, and any other major topic in the industry.

*Encourages exchange of ideas and maintains positive relationships with parents and caregivers, co-workers, teachers, program and community partners, and family advocates.

*Utilize a strength-based approach for problem solving and the continuous assessment of practices for improving child outcomes and building a nurturing learning environment

*Utilize evidence-based strategies for the promotion of prosocial engagement and active participation of children and youth in daily activities and routines for the continuous purpose of improving child outcomes

*Conduct formal/in-formal evaluations of site-based program compliance

*Routinely conducts needs-based assessments and ongoing research necessary for completing academy self-assessments for programmatic improvement

*Attends all trainings, workshops and conferences offered by program partners and regulatory agencies

*Timely produces reports as requested and required

Proficiencies for Intervention & Coaching Specialist.

       Formulating and implementing effective work plans.

       Ability to multitask

       Demonstrates confidentiality

       Adaptable and able to work in a fast-paced environment.

       Demonstrates attention to detail and accuracy.

       Possess excellent time management skills.

       Ability to lead productive meetings

       Strong interpersonal and presentation skills.

       Self-motivating

       Advanced reasoning skills.

Education/Experience for Intervention & Coaching Specialist

Master’s degree in Special Education or Early Childhood Education (“ECE”) and/or a minimum of 15-credit hours of special education, ECE, early intervention, early childhood special education, child development, or family studies and professional and demonstrated experience working directly with low-income families, preschool children with disabilities and their families or equivalent is qualifying.   To perform this job successfully, an individual must have working knowledge of response to intervention (RTI) process, multi-tiered systems support (MTSS), positive behavior intervention support (PBIS), social emotional learning (SEL) inclusive practices and accommodation strategies; Part B and C of IDEA, adult learners’ theories and rehabilitation of 1972, section 504 with intermediate understanding of MS office.