To apply, please visit: https://multnomah.tedk12.com/hire/ViewJob.aspx?JobID=4495
Department: Instructional Services
Program: School Improvement
Reports to: Designated Supervisory Personnel
Classification/Range: Confidential Contracted/ADM06 ($83,485.00 - $99,237.00 / Annual)
Schedule: 210 days per year
POSITION PURPOSE:
This position is responsible for the strategic development of career pathways in alignment with the early learning workforce development priorities associated with Multnomah County’s Preschool for All (PFA) initiative.
NATURE & SCOPE:
Through partnerships with key stakeholders such as Multnomah County’s Preschool & Early Learning (PEL) Division, component school districts, institutions of higher education, and worksite partners, this position supports early learning educational programming (including CTE and ECE) in the region leading to early childhood employment opportunities. Additionally, the role oversees contract administration for PFA, ensuring compliance with contractual obligations and alignment with PFA’s recruitment, evaluation, and program goals.
ESSENTIAL JOB FUNCTIONS:
Collaborate with Multnomah County’s Preschool & Early Learning (PEL) Division to implement and update the county-specific preschool strategic plan for CTE/ECE programming.
Collaborate with PEL Division, local school districts, Multnomah Early Childhood Program, Childcare Resource & Referral (CCR&R), Oregon Center for Career Development (OCCD), Worksystems, and early learning partners to create equitable and responsive workforce opportunities.
Conduct initial and ongoing needs assessment analysis for MESD Early Childhood Career Pathways.
Act as the primary liaison for Preschool for All (PFA) workforce development, coordinating administrative aspects of the PFA contract and ensuring compliance with contractual and reporting requirements.
Engage leaders, principals, counselors, and teachers to build awareness of early learning benefits and career pathways in the early childhood education (ECE) field.
Partner with community colleges and universities to establish pathways for high school students interested in ECE careers.
Attend career sessions to promote ECE career opportunities.
Develop worksite placements and connections for ECE/CTE students; build relationships with school career counselors and support staff.
Serve as the primary ECE contact for CTE teachers and counselors within each district (including PPS).
Connect CTE programming with high school district early learning efforts.
Support PFA evaluation, research, and recruitment efforts.
Work with Worksystems to align CTE worksite placements with broader worksite opportunities.
Participate in regional planning and goal-setting initiatives.
Provide leadership in ECE program compliance with ODE CTE program standards through collaboration with CTE Regional Coordinators and ODE Ed Specialists.
Develop alternative CTE teacher licensure pathways for industry professionals.
Foster alignment between secondary and post-secondary ECE programs.
Collaborate with internal and external teams to support workforce diversification by identifying, creating and communicating equitable pathways for underrepresented groups.
Plan and facilitate professional learning and community of practice opportunities for staff.
Attend team meetings and maintain regular attendance to support organizational and program goals.
ESSENTIAL QUALITIES:
Equity: Lead and support regional equity initiatives
Vision: Lead with vision, follow-through and student focus.
Trust: Develop trust among coworkers and students through honesty and fairness.
Communication: Communicate in an inclusive, effective and collaborative manner.
Personal Qualities: Be respectful, excel in customer service, caring, humble and courageous.
Agency-wide perspective: Be involved in and supportive of continuous overall improvement of MESD programs and services.
Attendance: Daily and consistent attendance and punctuality are paramount as this provides consistency and alignment with programming outcomes.
MINIMUM QUALIFICATIONS, SKILLS, ABILITIES:
Daily and consistent attendance and punctuality
Possess strong interpersonal skills to develop collaborative relationships with district, agency, county-level partners, parents and state staff.
Demonstrated ability in coordinating or assisting in the coordination of multiple agency programs.
Ability to work across complex organizations with conflicting policies and cultures.
Demonstrate leadership and project organizational skills and the ability to manage complex projects simultaneously.
Expertise in various decision-making models.
Experience managing groups to achieve outcomes.
Extensive experience using data to inform planning.
Small and large group facilitation.
Deep commitment to equity and closing of historical outcome gaps.
Demonstrate effective human relation skills, which include the ability to listen and accept differing opinions, ability to use negotiation and mediation skills to control conflict.
Demonstrate excellent oral and written communication skills.
Possess a valid driver’s license and own transportation.
DESIRED QUALIFICATIONS, SKILLS, ABILITIES:
Bilingual or multilingual in Spanish, Vietnamese, Chinese, Russian and/or Somali
TSPC licensure or equivalent administrative credentials preferred but not required.
EDUCATION & EXPERIENCE:
Master’s Degree in education, early childhood education, program development, or a related field.
At least five (5) years of experience in teaching, early childhood education, workforce development, or program administration.
Understanding of the early childhood field, including career pathways and workforce priorities.
Any combination of education and experience which would provide the applicant with the desired skills, knowledge and ability required to perform the job.
