FEP (Family & Educator Partner) Parent Partner
Reports to: Early Education Administrator
Date: July 2016
Partners with educators, families and communities to provide effective learning environments for all students. Helps ensure success for all learners. Assists in identifying the needs of children, with and without disabilities, their families and communities. Focuses on the relationship between parents and professionals, providing information and a positive atmosphere for the purpose of building partnerships.
- Bachelor’s degree in education, family studies or related field.
- Three years of experience in the area of education
- Four years of experience with families of children of disabilities.
- Supports total school/community efforts to create a positive learning environment for students/children.
- Serves as liaison among AEA, district building(s), families and community and collaborates with various teams to assure positive outcomes for all learner.
- Models, implements and assesses strategies related to learning, social, emotional and behavioral needs to enhance educational programming for all students.
- Provides ongoing support to educational staff related to applicable rules and laws.
- Integrates research into the design of best practices.
- Consults with teachers and administrators regarding best practices for classroom and building educational programs.
- Follows policies, procedures, standards and rules in accordance with national and state laws, the Iowa Dept of Education and GWAEA, which includes, but is not limited to, developing and maintaining proper and adequate records and documentation.
- Communicates the unique perspective of a parent of a child with a disability.
- Provides liaison assistance to parents and educators to facilitate communication, networking and sharing of information.
- Facilitates and coordinates the provision of support inservices/networks for parent-educator groups and disability specific groups, which includes presenting partnership and parent perspectives as needed.
- Coordinates project activities, which includes school-based programs, conferences and workshops.
- Serves as an Early ACCESS service coordinator.
- Participates in projects, committees or activities to support the Agencyâs mission, goals and priorities.
- Demonstrates self-discipline and initiative to produce high-quality, organized and dependable results.
- Conveys a positive and professional image to staff and public.
- Handles information in a confidential manner in accordance with established policies and legal requirements (FERPA, HIPAA, etc).
- Pursues professional growth opportunities and relationships to keep current with and influence educational directions.
- Edits and disseminates PEP newsletter.
- Assists in grant writing, collecting evaluation data and filing reports for the PEP Program.
- Performs such other duties as may be assigned.
Knowledge, Skills and Abilities:
- Ability to communicate effectively and maintain effective working relationships.
- Ability to function effectively as a team member and work collaboratively with others and independently as appropriate.
- Ability and willingness to be flexible and respond to the changing needs of clients and the Agency
Ability to integrate educational theory, research and expertise into appropriate practices for local contexts, in a service style that facilitates positive change and continuous improvement.
- Effective presentation and group facilitation skills.
- Ability to use data to make educationally sound decisions.
- Knowledge of best practices in curriculum, instruction and assessment.
- Knowledge of applicable rules and laws that govern educational decisions.
- Ability to read and interpret documents, write reports and correspondence, and apply appropriate mathematical concepts.
Ability to use and integrate technology appropriately in daily work which includes, but is not limited to, efficient operation of telephone and voice mail systems and application of basic computer skills to effectively use e-mail, internet and word processing.
Ability to apply appropriate conflict resolution skills.
- Ability to travel between schools/sites served.
- Normal, routine levels of activity related to bending, carrying, climbing, hearing, lifting, reaching, sitting, standing, vision and walking, and may also involve above-average levels of activity at times that can’t always be anticipated.