Early Childhood Community Partnership Liaison

TITLE: EARLY CHILDHOOD COMMUNITY PARTNERSHIP LIAISON

TYPE: Non-Union Cycle II

SALARY: Per Terms of Employment for Non-Union Personnel Cycle II

(subject to grant funding)

STATUS: Non-Exempt

WORK SCHEDULE: Monday-Friday seven (7) hours per day; School Year (180 days) may work up totwenty (20) additional days at the discretion of the Director of Early Childhood

Education

REPORTS TO: Director of Early Childhood Education

OBJECTIVE:

The Early Childhood Community Partnership Liaison plays a critical role in the

Commonwealth Preschool Partnership Initiative (CPPI). This initiative and position supports a

mixed-delivery preschool system by coordinating across public schools Head Start programscommunity partners and private providers to ensure families have access to flexiblehigh-quality early education that meets their individual needs. Serving as a key connectorbetween schools community-based programs and families the Liaison helps ensure aseamless preschool experience for every child in Chicopee.

The primary objective of the Liaison is to strengthen parent and family engagement across

Chicopee Public Schools and community partners. By fostering effective communication

between home and school and expanding community outreach and training opportunities theLiaison works to enhance student academic outcomes. This role is dedicated to reducing

barriers promoting equity and empowering families with the resources information and

personalized support needed to ensure all children in Chicopee are prepared for kindergarten.

ESSENTIAL DUTIES AND RESPONSIBILITIES:

The essential duties and responsibilities listed below are intended only as illustrations of the various types of work that may be performed. The omission of specific statements of duties does not exclude them from the position if the work is similar related or a logical assignment to the position.

The Early Childhood Community Partnership Liaison will:

1. Family Advocacy & Navigation: Serve as a point of contact for families exploring earlyeducation; provide hands-on assistance with applications enrollment and specialized knowledge of special education services.

1. Outreach & Relationship Building: Conduct active outreach via phone calls home visitsand community meetings to welcome new families build trust and engage those not currently connected to early education services.

1. Strategic Collaboration: Partner with the CFCE Coordinator Family EngagementSpecialists and Principals/Directors to align frameworks (CPPI CFCE ESSA) and develop a unified family engagement plan.

1. Information & Resource Management: Assist with the development of a centralizedwebsite hub and maintain physical family resource centers to provide clear accessible information on district and community programs.

1. Transition & Readiness Support: Create and distribute toolkits messaging andresources to support smooth transitions between early childhood programs and kindergarten.

1. Event Coordination & Education: Plan and execute family engagement nights openhouses parent education sessions and workshops focused on school readiness and the importance of family involvement.

1. Barrier Reduction & Equity: Identify and address obstacles to access ensuringcommunication is delivered in understandable terms and languages to promote equitable participation for all Chicopee families.

1. Climate & Communication: Work with school leadership to foster a safe welcoming andrespectful school climate where families feel empowered to voice concerns and participate in their childs education.

1. Data & Feedback Integration: Design and implement surveys and feedback loops togather meaningful data on family needs using these insights to drive program improvements.

1. Program Support & Compliance: Assist with before/after-school and summer enrichmentprograms; ensure all activities meet federal Family Involvement Policy (ESSA) standards and perform other duties as assigned.

REQUIRED MINIMUM QUALIFICATIONS:

Education Training and Experience

1. Associates Degree or equivalent experience is required.
2. Prior experience or equivalent training in a school early education or community agencysetting is highly desired.

Knowledge Abilities and Skills

1. Ability to communicate verbally and in writing in English and in a second language. (SpanishArabic or other prevalent language preferred)

1. Strong interpersonal skills must be able to communicate interact and work effectively andcooperatively with all people including those from diverse ethnic cultural educational and socioeconomic backgrounds.

1. Ability to relate to and work with a variety of constituencies including but not limited to:administrators teachers other school staff members families students visitors and community and social service agencies.

1. Ability to work weekend and evening hours as needed.
2. Familiarity with computers and computer software programs particularly Microsoft Office andGoogle Suite.

1. Ability to maintain accurate records.
2. Ability to work well as part of a team.
3. Must maintain confidentiality.
4. Self-motivated flexible and well organized.
5. Detail oriented with analytical and problem solving skills along with customer serviceabilities and other related characteristics.

ADA AND MINIMUM QUALIFICATIONS TO PERFORM ESSENTIAL JOB FUNCTIONS:

1. Physical Requirements: Must be physically able to operate a variety of equipment includingcomputers copiers adding machines etc. Must be able to exert up to 10 pounds of force occasionally and/or a negligible amount of force constantly to lift carry push and pull or otherwise move objects including the human body. Must be able to stand crouch and bend over for a long period of time at intervals throughout the day.

1. Data Conception: Requires the ability to compare and/or judge the readily observable functionalstructural or composite characteristics (whether similar or divergent from obvious standards) of data people or things.

1. Interpersonal Communication: Requires the ability to speak and/or signal people to convey orexchange information. Includes giving instructions assignments or directions to subordinates or assistants.

1. Language Ability: Requires the ability to read a variety of correspondence reports formsnewsletters schedules manuals invoices requisitions menus recipes journals etc. Requires the ability to prepare correspondence reports forms evaluations procedures charts surveys articles bid specifications brochures news releases handbooks budgets etc. using prescribed formats and conforming to all rules of punctuation grammar diction and style. Requires the ability to speak before groups of people with poise voice control and confidence.

1. Intelligence: Requires the ability to apply principles of logical or scientific thinking to define problems collect data establish facts and draw valid conclusions; to interpret an extensive variety of technical instructions in mathematical or diagrammatic form; and to deal with several abstract and concrete variables.
2. Verbal Aptitude: Requires the ability to record and deliver information to explain procedures tofollow oral and written instructions. Must be able to communicate effectively and efficiently in a variety of technical or professional languages including medical legal accounting and marketing terminology.

1. Numerical Aptitude: Requires the ability to utilize mathematical formulas; to add and subtract;multiply and divide; utilize decimals and percentages; and to apply the principles of algebra and geometry.

1. Form/Spatial Aptitude: Requires the ability to inspect items for proper length width and shape.
2. Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately in using office equipment.
3. Manual Dexterity: Requires the ability to handle a variety of items such as office equipment andhand tools. Must have minimal levels of eye/hand/foot coordination.

1. Interpersonal: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with emergency situations.
2. Physical Communication: Requires the ability to talk (expressing or exchanging ideas by means ofspoken words) and hear (perceiving nature of sounds by ear). Must be able to communicate via telephone or radio.