SCF-HIPPY Program Description:
Home Instruction for Parents of Preschool Youngsters Program (HIPPY) is a home-visiting, early intervention program for families with children aged three to five years of age. HIPPY offers free home-based early childhood education working with their parent(s) as their first teacher. The parents are provided with a set of developmentally appropriate materials, curriculum and books designed to strengthen their children’s cognitive skills, early literacy skills, social / emotional and physical development. HIPPY teaches parents how to engage their children in educational activities, delivers services through home visits by trained peers from the community, and provides additional learning experiences through group meeting activities and special events. The HIPPY program curriculum is cognitive-based focused on language development, problem solving, logical thinking and perceptual skills through a variety of approaches and is developmentally appropriate and builds on the child’s interest and maturing skills. HIPPY helps parents to engage their children in daily learning activities that promote literacy and school readiness.
HIPPY Parent Educator
Home visiting Parent Educators will work collaboratively with low-income families to achieve successful outcomes for preschool children, ages 3 to 5, of all backgrounds and abilities. Parent Educators will use the the Home Instruction for Parents of Preschool Youngsters (HIPPY) program models (or other curricula as appropriate) to support parents as their child’s “first and most important” teacher.
Essential Job Functions (including but not limited to):
- Eligibility, Recruitment, Selection, Enrollment and Attendance
- Recruit families most in need of home-based early childhood services, including previously underserved populations from a defined recruitment area.
- Determine the eligibility of children based on the program guidelines
- Enroll children and families based on enrollment criteria and maintain a waiting list of eligible children to enroll in the event of attrition.
- Maintain the funded enrollment level, fill vacancies as they occur, and analyze enrollment data
- Analyze the causes of absenteeism when families fail to participate in home visits or socialization.
- Plan and facilitate parent orientations to the program.
- Ensure the written curriculum for families participating in the program includes goals for children’s development and learning; experiences children will achieve these goals; how SCF staff and parents can do to help children achieve these goals; and materials needed to support the implementation of the curriculum towards achieving the stated goals
- Prepare lesson plans in collaboration with parents; provide materials to parents and discuss rationale for the approach in relation to child’s development.
- Develop individual plans for children including goal setting based on identified needs and prescriptions for objectives and activities to meet established child outcomes
- Program Implementation
- Follow approved curriculum providing developmentally and linguistically appropriate experiences appropriate to age, language and culture of children served.
- Implement experiential, age-appropriate learning activities advancing the intellectual and emotional competence of infants and toddlers.
- Support parents to provide an environment in which children develop age-appropriate cognitive and social skills using increasingly complex language and problem solving abilities.
- Model positive guidance and discipline to support children as they acquire developing skills
- Implement lesson plans in response to children’s needs and interests incorporating observations, anecdotal record keeping, and knowledge of early childhood development.
- Accommodate Individualized Educational Plans (IEP) as applicable for children with disabilities.
- Assist parents to provide children with a consistent routine.
- Plan and implement all socialization activities for families and children.
- Understand regulations associated with prevention of occupational disease and injury, including the exercise of universal precautions and the prevention of contamination.
- Family Partnerships
- Ensure meetings and one-on-one interactions are respectful of each family’s diversity and cultural background.
- Invite parent involvement in the development of the program’s curriculum and approach to child development and education.
- Establish positive, productive relationships with families focusing on a relationship of trust and rapport.
- Participate in ongoing parent trainings.
- Work with families throughout the year to identify family goals, strengths, and necessary services and supports, and to describe progress in achieving family goals.
- Work with parents to identify and access services and resources responsive to their interests and goals and follow-up with them to ensure the referral met their expectations and circumstances.
- Ensure parents have opportunities to enhance their skills and knowledge in child growth and development, the program’s curriculum, the child observation and assessment process, and parenting skills; prevention of child abuse and neglect; family literacy; medical, dental, nutrition, and mental health (encouraging parents to become partners in their child’s health care process and learn the principle of preventative health and safety);
- Provide a family needs assessment that includes consultation with parents about the benefits of parent involvement and about the activities in which parents may choose to participate.
- Coordinate or refer families to opportunities for continuing education, employment training and other services through formal or informal networking in the community.
- Support the transitions of families out of Early Head Start.
- Community Partnerships
- Promote the access of children, and families to community services that are responsive to their needs
- Coordinate services for children with disabilities and their families with community agencies.
- Act as a family development specialist and work cooperatively with local agencies to assist families to link-up with services in the local community.
- Develop a working knowledge of community resources; collaborate with family advocates to conduct Community Resource Guide updates.
- Communication and Service Coordination
- Coordinate with staff to promote parent involvement in the program as a volunteer, employee, and participate in family events.
- Record, monitor and follow up on referrals for support services for reporting requirements.
- Participates in required professional development activities to enhance skills.
- Assist with planning for and attend socialization
- Record Keeping and Reporting
- Perform data entry functions as necessary to keep files up-to-date.
- Document efforts to assist families in identifying their strengths, needs and sufficiency goals through completion of Family Needs Assessment, Family Partnership Agreement, and case notes.
- Gather and maintain child and family data for documentation, on-going assessment, evaluation and recording keeping for successful individual and program planning
- Produce reports as required on child and family progress
- On-going Monitoring and Self-Assessment
- Assess children on an on-going basis; gather and organize anecdotal notes into the key developmental areas and document in applicable database.
- Analyze child progress for children participating in home-based option as scheduled, consult with program coordinator and make adjustments to curriculum planning and implementation as needed.
- Travel & Miscellaneous
- Daily travel by driving personal automobiles to and from clients’ homes, recruiting events, community activities and other locations throughout the Las Vegas community as approved by program guidelines and management.
- Occasional travel by car, bus, airplane or train may be required as associated with attendance at conferences, meeting and other duties carried out at distant locations in and out of state and in some cases overnight travel may be required.
- Other duties as assigned by Program Coordinator
- Education & Experience
- Minimum of high school diploma or equivalent is required
- 6 months of experience in early childhood education/family services is preferred
- Have or willing to earn within an established timeframe a Child Development Associate for Home Visiting credential (CDA-HV)
- Knowledge & Skills
- Must have a valid Driver License
- Must maintain CPR and First Aid certification
- Must be approved by SCF insurer to be added to corporate auto insurance policy
- Must possess ability to read, analyze, and interpret policies and educational materials
- Must be able to communicate clearly and using correct grammar both verbally and in writing using English
- Must be organized, display strong time management abilities and demonstrate an attention to detail to effectively meet client and program needs.
- Must understand and use the basic functions of Microsoft Office (Outlook, Word, & Excel), internet applications and other software to effectively access resources and complete required tasks.
- Listen intently and ask questions to ensure full understanding
- Must be available to work a flexible schedule in order to fulfill job functions and program responsibilities
- Must interact sensitively, effectively and professionally with persons from diverse cultural, economic, racial, ethnic and professional backgrounds, and persons of all ages and lifestyle preferences especially parents of children in SCF’s programs.
- Must maintain a positive, open an objective attitude towards others
- Must demonstrate ability to work in a team environment and work independently with limited direction from supervisors
- Required to properly utilize knowledge of policies and procedures mandated by HIPPY Program and SCF
- Physical Demands
- Must be able to lift 40 pounds
- Must submit and pass a criminal background check
- Must submit negative TB results (One Step TB or Chest X-ray) prior to hire date and every 2 years employed
- Must be able to work for long periods of time while maintaining concentrated attention to detail.
- Must be able to sit a table or desk for long periods of time with occasional standing, walking, squatting or reaching.
- Must be able to travel by car, bus, airplane or train for trainings or program activities as needed
Department: Home Visiting
This is a non-management position
This is a full time position
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