Employment

For over 40 years, the Carole Robertson Center for Learning has been a leader in educating, enriching, and empowering children and families. We are always looking for quality individuals with experience and skills in the child development and social services fields. The Center offers a variety of employee benefits.

These include:

  • Quality Programs

    • NAEYC accredited
    • low child-to-teacher ratios
    • program coordinators at each site
    • parental involvement

  • Educational Advancement

    • tuition assistance
    • book stipends
    • milestone and retention awards for certified teachers
    • linkages to degree and scholarship programs
    • support from entry-level aide to child development professional
  • Competitive Benefits

    • health, dental, life, short-term disability, and supplemental insurance
    • 401(K) plan
    • Employee Assistance Program
    • credit union

Open Positions

  • FAMILY SUPPORT SPECIALIST

    The Family Support Specialist (FSS) works with an assigned case load of families to provide a full range of services, including parent support and education, enrollment/eligibility, health and social services, and other case management functions.

    MAJOR RESPONSIBILITIES AND KEY TASKS

    1. Develop and maintain positive working relationships with children and families in programs.
    2. Implement a designated parent education/involvement curriculum model, and work with parents to support and enhance their role of first Teacher with the children.
    3. Reach out to parents to share activities from the curriculum for the parents to do with their child.
    4. Support and partner with parents in positive role modeling. Help parents build their skills as parents in order to support growth, development and education of their child(ren).
    5. Provide in-house supportive services to parents and families on a short-term basis, as appropriate, and under the supervision of the position’s supervisor.
    6. Make referrals to outside agencies and follow up on referrals, as appropriate.
    7. Ensure agency compliance with all contractual and audit requirements for specific program coordinator.
    8. Plan field trips appropriate for program needs.
    9. Participate in staffing associated with individualized planning for children.
    10. Responsible for leveraging resources and services for children, youth and families in the program.
    11. Act as liaison between agency staff and external organizations that provide social services.
    12. Advocate on behalf of children, youth, and families.
    13. Implement informational seminars and support service sessions for parents which promote positive family relationships, address parental concerns, disseminate information, and provide a comfortable forum for parents to share and receive support and feedback.
    14. Complete intake and complete paperwork and documentation of eligibility for Head start, Subsidized Child Care, Child and Adult Care Food program, and all other contractual funding sources.
    15. Perform other duties as assigned.

    QUALIFICATIONS

    Applicants for the position of Family Support Specialist shall possess a B.A. degree in Social Work, Human Services, or a related field. Must have at least 1 year experience working with children and their families.

    PROFESSIONAL EXPERIENCE

    • Must have at least 1 year experience working with children and their families.
    • Must have good oral and written communication skills.
    • Must possess clerical and record keeping competence.
    • Demonstrated computer skills – proficiency in Microsoft Word and Excel.
    • Bilingual (Spanish) proficiency preferred.

    Carole Robertson Center for Learning is an affirmative action, equal opportunity employer that values and actively seeks diversity in the workforce. Carole Robertson Center for Learning evaluates qualified applicants without regard to race, color, religion, sex, national origin, disability, veteran status, sexual orientation, gender identity, and other legally protected characteristics.

    Job seekers in need of a reasonable accommodation to complete the application process should
    call (312) 243-7300 ext. 226 with their request.

  • Out-of-School Time (OST) School-Age Mentor and Pre-K Assistant Teacher

    The OST School-Age Mentor/Pre-K Assistant teacher ensures high quality programming for preschool students in the morning and for school age students (K-6 th grade) in the afterschool and then works full time with school age students in the summer. Staff maintains a physically and emotionally enriching environment with clear and consistent limits and expectations. Staff plans and facilitates project-based activities, helps build social-emotional skills and communicates with families.

    MAJOR RESPONSIBILITIES AND KEY TASKS

    OST Mentor position (Afternoons and Summers)

    • Plan and Facilitate engaging activities based on Active learning principles following the SAFE framework (Sequenced, Active, Focused and Explicit) and tailored to the individual needs of youth
    • Assist with homework, identifying any strengths and challenging areas and communicating those with parents and teachers
    • Collaborate with fellow mentors to plan and execute events and outings
    • Maintain program records for your class, including, but not limited to, classroom attendance, meal counts, child assessments, accident reports, referrals for social services, and anecdotal notes related to health, peer relationships, individualized goals etc.
    • Maintain safety and create a welcoming environment for all youth and families using group established norms and expectations.
    • Communicate successes and incidents with parents and set goals around academic and behaviors
    • Maintain systems to recognize positive behaviors and build social emotional skills in all youth
    • Create and follow up with action plans with parents and youth to correct any negative, unsafe, or disruptive behaviors
    • Conduct reflective supervision with assistant mentors
    • Ensure high-quality programming based on the Youth Program Quality Assessment measures
    • Ensure all behavior and goal setting discussions between staff/volunteers and youth/families is strengths based, youth centric and solution focused
    • Ensure all supplies, classroom, common use areas and playground are maintained and left better than the way they were found
    • Maintain overall professional personal appearance adhering to the guidelines of CRCL
    • Participate in staff meetings, training sessions, conferences, workshops, and other professional
    development activities
    • Demonstrate respect, understanding, and patience to all youth and adults from all cultural backgrounds, with an appreciation for their interests, creativity, capabilities, beauty, and means of expression.
    • Must be able to resolve problems, handle conflict, and make effective decisions under pressure.
    • Ability to formulate lesson plans, prepare written materials, and articulate lesson plans.
    • Comply and adhere to all compliance and licensure standards, including local, state and national regulatory entities
    • Ability to frequently sit, stand, or bend, for prolonged periods.
    • Physical agility to attend to the activity levels of youth.
    • Perform other duties as assigned

    Assistant teacher Pre-K role (Mornings)

    • In collaboration with the Managing Associate Teacher, guide and facilitate activities of the children, including: daily activities and field trips
    • Perform the functions of this position with a strong understanding of the Head Start Performance Standards and the component plans; and thorough knowledge and application of Developmentally Appropriate Practices;
    • Assist in maintaining a comprehensive and ongoing portfolio assessment for each child, including weekly observations in each area, examples of the child's work, and a developmental assessment.
    • Collaborate with family support staff to exchange information pertinent to the identification and services of children with disabilities.
    • Guide children's acquisition of social skills and the ability to meet widely held expectations across all developmental domains.
    • Assist in implementing children's I.E.P. (Individual Education Plan) or I.F.S.P. (Individual Family Service Plan) seeking clarification for any aspects that are not well understood.

    REQUIRED EDUCATION AND EXPERIENCE

    The applicant for the position of Afterschool Lead Mentor must possess one of the following:

    • Associate’s degree in early childhood education, recreation, or child development and a Level 2-3 ECE and IT credential; OR
    • Child Development Associate credential (CDA) and a level 1 ECE credential; and
    • Minimum one year of experience plus thirty semester hours from an accredited college or university with six semesters related to school-age child care, child development, elementary education, physical education, recreation, camping or other related fields; OR
    • Minimum two years of experience in a recreational program or licensed day care center serving school-age children and six semester hours from an accredited college or university related to school-age child care, child development, elementary education, physical education, recreation, camping or other related fields

    Carole Robertson Center for Learning is an affirmative action, equal opportunity employer that values and actively seeks diversity in the workforce. Carole Robertson Center for Learning evaluates qualified applicants without regard to race, color, religion, sex, national origin, disability, veteran status, sexual orientation, gender identity, and other legally protected characteristics.

    Job seekers in need of a reasonable accommodation to complete the application process should
    call (312) 243-7300 ext. 226 with their request.

  • Education Tutors/Coaches

    Carole Robertson Center for Learning is hiring education Tutors/Coaches between the ages 18-24 years old for a grant-based position serving the westside community. The Education Tutor/Coach will be eligible to participate in this Youth Employment and Education Initiative at either 2929 West 19th Street or 3701 Ogden Avenue beginning now and ending December 31, 2020.

    This Position will be Part-Time $15/Hour, with 20-30 hours per week scheduled.

    During this Program the Education Tutor/Coach will receive training to effectively work with School Age Children, Behavioral and Classroom Management training, CPR/First Aid, and Abuse and Neglect, and Trauma informed training. The Education Tutor/Coach will also receive training to develop their LinkedIn and other professional Job readiness skills.

    Key tasks will include:

    Maintain a high-quality youth development space where youth feel physically and emotionally safe. This includes keeping each students space clean, clutter free and sanitized. Creating learning areas where the students may engage in play, online learning and other education related activities in a socially distanced manner.

    • Help support students with their remote learning. Assist youth with navigating the online tools.
    • Assist with homework, identifying any strengths and challenging areas and communicating those with parents and teachers
    • Maintain systems to recognize positive behaviors and build social emotional skills in all youth
    • Ensure all supplies, classroom, common use areas and playground are maintained
    • Participate in staff meetings, training sessions, conferences, workshops, and other professional development activities
    • Comply and adhere to all compliance and licensure standards, including local, state and national regulatory entities
    • Ability to frequently sit, stand, or bend, for child’s physical needs.
    • Physical agility to attend to the activity levels of youth.

    Carole Robertson Center for Learning is an affirmative action, equal opportunity employer that values and actively seeks diversity in the workforce. Carole Robertson Center for Learning evaluates qualified applicants without regard to race, color, religion, sex, national origin, disability, veteran status, sexual orientation, gender identity, and other legally protected characteristics.

    Job seekers in need of a reasonable accommodation to complete the application process should
    call (312) 243-7300 ext. 226 with their request.

  • Managing Associate Teacher

    A. Classification: Exempt
    B. Reports to Early Learning Site Director or Early Learning Assistant Site Director
    C. Programs & Impact

    Under the direction of the Director and Assistant Director, assists in overseeing and directing the planning, organizing, and implementation of education services for children, in addition to full-time classroom teacher duties, which includes developing and implementing individual educational plans for children.

    MAJOR RESPONSIBILITIES AND KEY TASKS

    1. Perform the functions of this position with a strong understanding of the Head Start Performance Standards and the component plans; and thorough knowledge and application of Developmentally Appropriate Practices;
    2. Guide and facilitate activities of the children, including: daily activities, field trips, selecting and arranging equipment and materials in the classroom;
    3. Cooperate with other staff and classroom groups to maintain the smooth functioning of the program, which at times may require changes to meet the needs of the children;
    4. Maintain a comprehensive and ongoing portfolio assessment for each child, including weekly observations in each area, examples of the child's work, and a developmental assessment.
    5. Use home visits and parent conferences to discuss the child's individual development and progress, assist the parents in developing observational skills and solicit parent observations;
    6. Eat with and assist children in development of social and self-help skills, and sound nutritional practices;
    7. Collaborate with family support staff to exchange information pertinent to the identification and services of children with disabilities;
    8. Collaborate with the mental health director to discuss mental health needs of children;
    9. Guide children's acquisition of social skills;
    10. Attend staff training and meetings, and board and parent meetings as requested;
    11. Maintain a safe and healthy classroom environment. Assure that classroom equipment, furniture, materials, and supplies are properly maintained and stored;
    12. Use the playground as an extension of the classroom; assures that the playground is safe;
    13. Assist in conducting the daily health and environment checklist;
    14. Assist in implementing children's I.E.P. (Individual Education Plan) or I.F.S.P. (Individual Family Service Plan) seeking clarification for any aspects that are not well understood;
    15. Assist in recruiting and orienting volunteers, providing them with guidance as needed,
    16. Complete and submit required forms and records in a timely and accurate fashion, e.g., lesson plans, time sheets, meal reports etc.;

    17. Oversight:
    17a. Supervisory responsibility of teacher assistant and aide. This responsibility includes but is not limited to all functions of reflective supervision and staff evaluation, mentorship, and coaching.
    17b. Review teacher assistant and aide contributions to lesson plans, schedules, room arrangements and portfolio assessments to assure their accordance with requirements;
    17c. Actively participate in the development and implementation of the teacher assistant and aide professional development plan;
    17d. Assure that files are complete, accurate, and confidentially maintained; and
    17e. Perform other duties, as may be required.

    Follows procedures as required by licensing and funding agencies (including but not limited to Illinois DCFS Licensing Standards, City of Chicago Health Requirements for Day Care Centers, Head Start Performance Standards, Chicago Public School requirements, Carole Robertson Center for Learning Policies and
    Procedures and quality standards as defined by the National Association for the Education of Young Children)

    QUALIFICATIONS / EDUCATION

    • A baccalaureate or advanced degree in early childhood education or child development and A Level 5 ECE and IT credential; or
    • A baccalaureate or advanced degree in education and a Level 5 ECE and IT credential with an Illinois Pre-K certification;
    • Have knowledge and experience in the philosophy and practices of Head Start (or comparable child development programs), early childhood education, developmentally appropriate practice, and bilingual education;
    • Proof of a physical examination within the last six months, which includes a tuberculosis test, and comply with other background checks as required by the Agency and/or DCFS licensing;
    • Personal qualifications as required in Part 407: Licensing Standards for Day Care Centers, emotional maturity, willingness to cooperate with the aims of the program, respect for children and adults, flexibility, patience, good personal hygiene, and physical and mental health which does not interfere with responsibilities; and
    • An education or experience in collaborating with parents in the education of their children.

    PHYSICAL DEMAND

    • Requires ability to use abstract reasoning, problem solving, planning, and analytical skills in: Training, evaluation, and program development;
    • Requires effective interpersonal and oral communication skills for supervisory duties;
    • Requires effective writing and oral communication skills to conduct meetings and to prepare reports that are clear, complete, comprehensive, and use good grammar and punctuation;
    • Requires proficient use of technology, Microsoft word, Outlook, and the ability to acclimate to online portal usage for recording observations, assessments, and lesson planning.
    • Successful experience working in a team setting,
    • Ability to present a positive image of the organization to members of the community;
    • Visual and auditory acuity within professionally determined normal ranges, with correction if need;
    • Manual dexterity sufficient to operate a computer and office equipment, including, but not limited to, the telephone, fax machine, copier, and tape recorder;
    • Must be able to lift 25 pounds;
    • Experience successfully working with a culturally diverse staff and clients.

    Working Conditions:

    • Possible exposure to blood and bodily fluids or tissues;
    • Possible exposure to communicable diseases;
    • Job requires sitting for long period of time (during planning and reporting) and standing for long periods of time (during work with children, observations, and training), as well as stooping, squatting, and running.

    Carole Robertson Center for Learning is an affirmative action, equal opportunity employer that values and actively seeks diversity in the workforce. Carole Robertson Center for Learning evaluates qualified applicants without regard to race, color, religion, sex, national origin, disability, veteran status, sexual orientation, gender identity, and other legally protected characteristics.

    Job seekers in need of a reasonable accommodation to complete the application process should call (312) 243-7300 ext. 226 with their request.

  • Teacher Aide

    A. Classification: Non-Exempt
    B. Reports to Managing Associate Teacher
    C. Programs & Impact

    Under the direction of the Managing Associate Teacher assists in overseeing and directing the planning, organizing, and implementation of education services for children, in addition to full time classroom teacher duties, which includes developing and implementing individual educational plans for children.

    MAJOR RESPONSIBILITIES AND KEY TASKS

    1. Perform the functions of this position with a strong understanding of the Head Start Performance Standards and the component plans; and thorough knowledge and application of Developmentally Appropriate Practices;
    2. In collaboration with the Managing Associate Teacher, guide and facilitate activities of the children, including: daily activities, field trips, selecting and arranging equipment and materials in the classroom and use home visits and parent conferences to discuss the child's individual development and progress, assist the parents in developing observational skills and solicit parent observations;
    3. Cooperate with other staff and classroom groups to maintain the smooth functioning of the program, which at times may require changes to meet the needs of the children;
    4. Assist in maintaining a comprehensive and ongoing portfolio assessment for each child, including weekly observations in each area, examples of the child's work, and a developmental assessment.
    5. Eat with and assist children in development of social and self-help skills, and sound nutritional practices;
    6. Collaborate with family support staff to exchange information pertinent to the identification and services of children with disabilities. Guide children's acquisition of social skills and the ability to meet widely held expectations across all developmental domains.
    7. Assist in implementing children's I.E.P. (Individual Education Plan) or I.F.S.P. (Individual Family Service Plan) seeking clarification for any aspects that are not well understood;

    Follows procedures as required by licensing and funding agencies (including but not limited to Illinois DCFS Licensing Standards, City of Chicago Health Requirements for Day Care Centers, Head Start Performance Standards, Chicago Public School requirements, Carole Robertson Center for Learning Policies and Procedures and quality standards as defined by the National Association for the Education of Young Children)

    QUALIFICATIONS

    • An associate’s degree in early childhood education or child development and a Level 2-3 ECE and IT credential; or
    • A Child Development Associate credential (CDA) and a level 1 ECE credential ;
    • Have knowledge and experience in the philosophy and practices of Head Start (or comparable child development programs), early childhood education, developmentally appropriate practice, and bilingual education;

    PHYSICAL DEMAND

    The physical demands described here are representative of those that must be met by an employee to successfully perform.

    Requires ability to use abstract reasoning, problem solving, planning, and analytical skills in: Training, evaluation, and program development; Requires effective writing and oral communication skills; proficient use of technology, Microsoft word, Outlook, and the ability to acclimate to online portal usage for recording observations, assessments, and lesson planning.
    Must be able to lift 25 pounds;

    1. Possible exposure to communicable diseases;

    Carole Robertson Center for Learning is an affirmative action, equal opportunity employer that values and actively seeks diversity in the workforce. Carole Robertson Center for Learning evaluates qualified applicants without regard to race, color, religion, sex, national origin, disability, veteran status, sexual orientation, gender identity, and other legally protected characteristics.

    Job seekers in need of a reasonable accommodation to complete the application process should call (312) 243-7300 ext. 226 with their request.

  • Teacher Assistant

    A. Classification: Non-Exempt
    B. Reports to Managing Associate Teacher
    C. Programs & Impact

    The Teacher Assistant assists in planning and implementing developmentally appropriate daily programming for an assigned group of children. The Teacher Assistant provides care, nurturance, protection, and supervision for all children, especially those in the assigned group, at the site, on field trips, and during school escort/pickup services.

    MAJOR RESPONSIBILITIES AND KEY TASKS

    1. Assist in planning and implementing a variety of creative, developmentally-appropriate activities to enhance children’s social, physical, emotional, cognitive and motor skill development in a classroom environment. Participates actively with children at all times during such activities.
    2. Assist in maintaining the physical environment, both indoors and outdoors, that includes constant supervision of children, toys, and equipment. Responsible for ensuring safe, clean, and healthy conditions in all surroundings with children in accordance with all licensing requirements and consistent with agency philosophy and policies. This includes, but is not limited to, statute/policy regarding appropriate supervision of children.
    3. Assist in planning, implementing, and participating in classroom activities that foster children’s freedom of choice. The classroom activities must be sensitive to the needs of individual children including their individual learning styles, habits, and disabilities, if applicable.
    4. Participate in staff meetings, training sessions, conferences, workshops, and other professional development activities.
    5. Responsible for maintaining communication with parents as needed regarding children’s daily activities, progress, and concerns.
    6. Establish a positive link with parents, and welcome them into comfortable and constructive roles in the classroom.
    7. Foster awareness, understanding and appreciation of various cultures through group activities and appropriate role modeling.
    8. Make referrals to the Social Service Team to ensure that children with special needs and families with functional concerns that may affect the child’s experience at the Center.
    9. Write regular, anecdotal notes about the observed health, peer relationships, adult/child relationships, behavioral concerns, and areas of growth for each child in the assigned group.
    10. Help children become aware of their roles as integral members of groups. Support positive peer and adult/child relationships and problem solving within groups.
    11. Work as a member of a team that includes program management staff, training coordinators, classroom staff, and support staff.
    12. Assume an equal share of routine classroom housekeeping responsibilities.
    13. Assist with maintaining program records, including, but not limited to, classroom attendance, meal counts, child assessments, accident reports, and anecdotal notes.
    14. Other duties as assigned.

    Follows procedures as required by licensing and funding agencies (including but not limited to Illinois DCFS Licensing Standards, City of Chicago Health Requirements for Day Care Centers, Head Start Performance Standards, Chicago Public School requirements, Carole Robertson Center for Learning Policies and Procedures and quality standards as defined by the National Association for the Education of Young Children)

    QUALIFICATIONS

    EDUCATION (Head Start):
    Applicant for the position of Teacher Assistant shall possess a current CDA in either Infant Toddler or Early Childhood Development, determined by group or age assigned.

    EDUCATION (CPS):
    Applicants for the position of Teacher Assistant must have a minimum of 60 college credits, with a minimum of 15 credits in Early Childhood Education/Child Development.

    PHYSICAL DEMAND
    The physical demands described here are representative of those that must be met by an employee to successfully perform.

    • Requires frequent sitting, standing, bending, or stooping for prolonged periods.
    • Requires lifting up to 25 lbs.
    • Requires physical agility to attend to the physical needs and activity levels of children.

    PROFESSIONAL EXPERIENCE
    • Demonstrated oral and written communication skills.
    • Must have experience in applied skills in music theory, performance, and/or education.
    • Must participate in the planning of and implementation of music and arts related program, special events.
    • Ability to appropriately represent the agency to external partners, collaborators, funders, and volunteers.
    • Bilingual (Spanish) proficiency as indicated for program needs.

    Carole Robertson Center for Learning is an affirmative action, equal opportunity employer that values and actively seeks diversity in the workforce. Carole Robertson Center for Learning evaluates qualified applicants without regard to race, color, religion, sex, national origin, disability, veteran status, sexual orientation, gender identity, and other legally protected characteristics.

    Job seekers in need of a reasonable accommodation to complete the application process should call (312) 243-7300 ext. 226 with their request.

  • Controller

    A. POSITION CLASSIFICATION: Exempt
    B. Job Type: First/Mid-Level Officials and Managers
    C. POSITION REPORTS TO: Vice President of Finance
    D. POSITION LOCATION: 1111 S. Western Ave, Chicago, IL 60612

    POSITION SUMMARY

    Carole Robertson Center for Learning (the Center) seeks to hire a visionary, seasoned, strategic, and process-minded Controller. Under the leadership of the Vice President of Finance, the Controller’s primary responsibilities will be to undertake all aspects of financial management, corporate non-profit accounting, regulatory and financial reporting, budget and forecasts preparation, financial risk management, as well as development of internal control policies and procedures. As the number-two executive to the Vice President of Finance, the Finance Controller will be involved in supporting presentations to the governing Board finance committee and will work closely with the senior leadership team.

    The Controller will lead all day-to-day finance operations of a budget including functional responsibility over accounting, accounts payable, accounts receivable, payroll, and grants administration. The Controller will ensure that the Center has the systems and procedures in place to support effective program implementation and conduct flawless audits. The Controller will work closely with program leaders and their staffs, not only to educate them regarding finance and accounting procedures but also to explore how the finance function can support program operations.

    In addition, this position will partner with the Vice President of Finance, senior leadership, and the human resources (HR), information technology (IT) and (program) operations staff to enhance and better integrate finance, HR, IT and operations functions.

    MAJOR RESPONSIBILITIES AND KEY TASKS

    • Coordinate all audit activity.
    • Consistently analyze financial data and present financial reports in an accurate and timely manner; clearly communicate monthly, quarterly, and annual financial statements; monitor progress and changes and keep senior leadership abreast of the Center’s financial status.
    • Execute and coordinate month end close process and log task completion
    • Assist senior and mid-management leadership in the annual budgeting and planning process; administer and review all financial plans and compare to actual results with a view to identify, explain, and correct variances as appropriate.
    • Support the Vice President of Finance in engaging the Board’s finance committees around issues and trends in financial operating models and delivery.
    • Oversee all financial, project/program and grants accounting; ensure that expenditures are consistently aligned with grant and program budgets throughout the grant/fund period; collate financial reporting materials for government, corporate, and foundation grants.
    • Manage organizational cash flow forecasting by working in partnership with the program vice presidents; continuously collaborate with program vice presidents to assess the financial efficacy of program operations and establish finance and administrative systems to support program operations.
    • Manage and track the performance of invested assets in keeping with policies and investment guidelines.
    • Serve as a catalyst for change and growth – inspiring others to think entrepreneurially and inject new ideas.
    • Perform other duties as assigned by Vice President of Finance.

    COMPETENCIES

    • Change Capacity—ability to pivot and respond to increasingly unpredictable and disruptive situations by leading in the development and implementation of processes, tools and techniques used to advance desired organizational outcomes.
    • Results-Proven Track Record—demonstrable ability to exceed goals with a bottom-line orientation; evidence of the ability to consistently make good decisions through a combination of analysis, wisdom, experience, and judgment; high level of business acumen including successful P&L management; the ability to balance the delivery of programs against the realities of a budget; and problem solving, project management, and creative resourcefulness.
    • Strategic Vision and Agility—ability to think strategically, anticipate future consequences and trends, and incorporate them into the organizational plan.
    • Capacity Building—ability to effectively build organization and staff capacity, developing a top-notch workforce and the processes that ensure the organization runs smoothly.
    • Leadership and Organization—exceptional capacity for managing and leading people; a team builder who has experience in scaling up organizations; ability to connect staff both on an individual level and in large groups; capacity to enforce accountability, develop and empower top-notch leaders from the bottom up, lead from the top down, cultivate entrepreneurship, and learn the strengths and weaknesses of the team so as to put people in a position to succeed.
    • Action and Results Oriented—enjoy working hard and looking for challenges; able to act and react as necessary, even if limited information is available; not afraid to take charge of a situation; can overcome resistance to leadership and take unpopular stands when necessary.
    • General Management—thorough understanding of finance, operations, systems, and human resources; broad experience with the full range of business functions and systems, including strategic development and planning, budgeting, business analysis, finance, information systems, and human resources.

    REQUIR ED KNOWLEDGE, SKILLS AND ABILITIES

    • Minimum Master’s Degree from accredited college/university in business, or non-profit management required.
    • CPA or CMA preferred.
    • Minimum 7-10 years of accounting and finance experience.
    • Minimum 7-10 years of experience in management within the non-profit and social services sector.
    • Minimum 7-10 years of experience overseeing operational growth, strategy, and development in complex structural environments.
    • Previous experience leveraging the strengths of the current finance team members, help to clarify roles and responsibilities and develop and implement training programs to maximize and reach optimal individual and organizational goals.
    • Oversee all accounts, ledgers, and reporting systems ensuring compliance with appropriate GAAP standards and regulatory requirements (including compliance requirements related to federal funding and Single Audits)
    • Maintain internal control and safeguards for receipt of revenue, costs, and program budgets and actual expenditures. Evaluate procedures for opportunities to improve control processes
    • Experience using Fund EZ a accounting software plus.
    • Experience with single audits and OMB requirements a plus.
    • Proven leadership in strengthening internal communications with staff at all levels throughout the organization; create and promote a positive and supportive work environment.
    • Personal qualities of integrity, credibility, and commitment to the Center’s mission; a proactive, hands-on strategic thinker who will own, in partnership with the Vice President of Finance.
    • Solid experience coordinating audit activities and managing reporting, budget development and analysis, accounts payable and receivable, general ledger, payroll, and accounting for investments.
    • A track record in grants management as it relates to compliance and reporting of government, corporate and foundation grants is essential.
    • Technology savvy with experience selecting and overseeing software installations and managing relationships with software vendors; advanced knowledge of accounting and reporting software.
    • Commitment to recruiting, mentoring, training, and retaining a diverse team; the foresight and ability to delegate accordingly.
    • Keen analytic, organization and problem-solving skills which allows for strategic data interpretation versus. simple reporting.
    • Strong interpersonal and communication skills; experience in effectively communicating key data, including presentations to senior management, Board or other outside partners.
    • Ability and desire to translate complex financial concepts to individuals at all levels including finance and non-finance managers.
    • Ability to engage and influence a wide range of stakeholders.
    • Strong written and verbal communication skills; a persuasive and passionate communicator with excellent public speaking skills.
    • Strong financial acumen in the creation and monitoring of budgets including procurement activities.
    • Unwavering commitment to diversity, equity, and inclusion.
    • Demonstrates passion, humility, integrity as a leader.
    • Exudes a positivity, compassion, and care in every facet of the role.

    Carole Robertson Center for Learning is an affirmative action, equal opportunity employer that values and actively seeks diversity in the workforce. Carole Robertson Center for Learning evaluates qualified applicants without regard to race, color, religion, sex, national origin, disability, veteran status, sexual orientation, gender identity, and other legally protected characteristics.

  • Director, Community-Based Advocacy

    A. POSITION CLASSIFICATION: Exempt
    B. Job Type: Professionals
    C. POSITION REPORTS TO: Chief Executive Officer
    D. POSITION LOCATION: 1111 S. Western Ave, Chicago, IL 60612

    POSITION SUMMARY

    Carole Robertson Center for Learning (the Center) seeks to hire a visionary, seasoned, and strategic Director of Community-Based Advocacy. The landscape of advocacy and policy is ever-changing, especially in early childhood and youth development. Now more than in the past, our local, state, and national elected officials recognize that the community voice must be at the table to identify, create and implement policies and solutions that help address and/or solve pressing social issues on the ground. As these tides continue to shift, we believe the Carole Robertson Center (Center) can be the connective tissue bringing together families' voices and other community-based organizations (CBOs) perspectives concerning early childhood/youth development advocacy and policy development.

    The CBO early childhood community has had a more passive role for a variety of reasons; therefore, this position will leverage the Center's trusted brand and diverse program delivery models to fill this void meaningfully. The success of the Center's new focus and efforts related to community-based advocacy rests on the ability of the Director of Community-Based Advocacy to form trusted partnerships with a diverse set of stakeholders across multiple levels. Building on the efforts initiated and maintained by our CEO, this position would continue elevating the 'on the ground' perspective informed by the Center and other nonprofits with advocates, policymakers, families, funders, public institutions, and other early childhood/youth development stakeholders. This effort will strengthen how we fuel policy and advocacy across Illinois. The Director will support the design of a blueprint that includes the Center’s expertise and deep understanding embedded of how we move advocacy and policy efforts as an early childhood/youth development community while not reinventing the wheel. The creation of our blueprint for advocacy relies on joining ongoing conversations and interacting with the existing advocacy and policy community, as well as bringing CBO, family, and community realities to the forefront.

    The Director of Community-Based Advocacy will lead all day-to-day planning, organizing and convening related advocacy and engagement efforts with various internal and external stakeholders. This position will develop an policy/advocacy strategy based on the overall objectives of the Center and the broader field. This role will also partner with the advocacy community to represent and inform a policy agenda the integrates the views and realities of community-based organizations with early childhood and youth development programs and services. The Director of Community-Based Advocacy will work closely with program leaders and their staff, to plan, organize and execute based on the vision and strategy developed.

    In addition, this position will partner with members of the executive team, mid-management, and program and support staff, along with enrolled families and other community organizations.

    This is a grant-funded position through December 31, 2022 and contingent upon future funding.

    COMPETENCIES

    • Values—ability to demonstrate in word and action the Center’s core values and deep commitment to the mission, vision, priorities and needs of the organization and the diverse communities it serves.
    • Inclusion—values all people for their unique talents and perspectives and promotes practices that promote and provide equal access to opportunities and resources that enable employees to contribute fully to the organization’s success.
    • Relationships—ability to build authentic relationships in the service of enhancing individual and team performances to support the Center’s work.
    • Change Capacity—leads self and others by demonstrating the ability to pivot and respond to unpredictable, disruptive, and ambiguous situations. Develop processes, tools, and techniques used to advance desired organizational outcomes and manage change, effectively.
    • Results-Proven Track Record—demonstrable ability to exceed goals with a bottom-line orientation; evidence of the ability to consistently make good decisions through a combination of analysis, wisdom, experience, and judgment; high level of business acumen including successful P&L management; the ability to balance the delivery of programs against the realities of a budget; and problem solving, project management, and creative resourcefulness.
    • Strategic Vision and Agility—ability to think strategically, anticipate future consequences and trends, and incorporate them into the organizational plan. • Innovation—ability to form ideas that are new and enhanced, while introducing constructive ways of looking at problems that foster creativity interdisciplinary/cross-functional work.
    • Action and Results Oriented—enjoy working hard and looking for challenges; able to act and react as necessary, even if limited information is available; not afraid to take charge of a situation; can overcome resistance to leadership and take unpopular stands when necessary.
    • Quality Results—ability to demonstrate and foster a strong commitment to achieving goals in a manner that reflects thoroughness, accuracy and quality experiences.
    • Decision-Making—ability to integrate logic, intuition, and sound judgement to analyze information to identify greatest opportunities, make decisions, and solve problems.
    • General Management—thorough understanding of advocacy, early childhood issues, broad experience with the full range of business functions and systems, including strategic development and planning, budgeting, business analysis, finance, information systems, and human resources.

    REQUIR ED KNOWLEDGE, SKILLS AND ABILITIES

    • Minimum Master’s Degree from accredited college/university in public policy or related field, or non-profit management required.
    • Minimum of five years advanced leadership in advocacy, public policy, and systems-building work.
    • Experience in local, state and federal policy efforts related to early childhood and youth development fields strongly preferred.
    • Deep understanding of all facets of the early childhood and youth development sector, and the pressing issues and opportunities to strengthen the field.
    • Understanding of the federal, state and local policy landscapes and how to navigate within them.
    • Minimum 3-5 years of experience overseeing growth, strategy, and development in complex structural environments.
    • Demonstrated ability to influence, organize and mobilize a variety of stakeholders with various understanding and experience with policy and advocacy efforts. • Excellent verbal and written communication skills and public speaking abilities who is a persuasive and passionate communicator.
    • Strong interpersonal and communication skills, including presentations and convenings with Center leadership, Board, and a wide range of stakeholders.
    • Ability to build positive and effective relationships with a broad and diverse set of stakeholders that positions the Center as a trusted partner in the advocacy and policy arena.
    • Excellent project management skills that fosters positive collaboration and stellar execution.
    • Provide leadership in strengthening internal communications with staff at all levels throughout the organization; create and promote a positive and supportive work environment.
    • Personal qualities of integrity, credibility, and commitment to the Center’s mission; a proactive, hands-on strategic thinker.
    • Expertise in technology, including Microsoft Office Suite.
    • Keen analytic, organization and problem-solving skills which allows for strategic advancement of priorities of the Center.
    • Unwavering commitment to diversity, equity, and inclusion.
    • Demonstrates passion, humility, integrity as a leader.
    • Exudes positivity, compassion, and care in every facet of the role.

    Carole Robertson Center for Learning is an affirmative action, equal opportunity employer that values and actively seeks diversity in the workforce. Carole Robertson Center for Learning evaluates qualified applicants without regard to race, color, religion, sex, national origin, disability, veteran status, sexual orientation, gender identity, and other legally protected characteristics.

  • Center Based Early Learning Director / Co-Director

    A. Classification: Exempt
    B. Reports to: Senior Director of center based programs
    C. Programs and Impact

    The Center Based Early Learning Director implements and manages center based Infant/Toddler and Preschool direct service programs and related support services/activities at the assigned facility.

    MAJOR RESPONSIBILITIES AND KEY TASKS

    1. Program Planning and Implementation
    1.1. Ensure the implementation of all program activities for the assigned facility. These activities include daily, developmentally appropriate curriculum components, field trips; special events; enrichment programs; and other activities as assigned.
    1.2. Maintain full enrollment.
    1.3. Maintain 90% monthly attendance.
    1.4. Works collaboratively (directly or through other program leaders) with committees, the policy group, and the governing body by sharing data, problem solving, acting on their recommendations, and/or implementing policies and plans generated by them
    1.5. Encourages families’ involvement in program decision making by ensuring that families are informed about decision-making opportunities (e.g., policy group, service area committees) and by supporting their involvement (e.g., transportation, training, convenient meeting times).
    1.5.1. Conduct regular parent meetings; issue monthly written communication with parents regarding curriculum plans and news, program policies and other items of interest. Plan field trips and other activities in response to family needs.
    1.6. Develops meaningful and realistic program plans by analyzing results from the previous year’s program improvement efforts and multiple data sources (e.g., community assessment, program self-assessment, Program Information Reports (PIR), performance appraisals, federal and state monitoring reports, child outcomes) to identify program improvement needs.
    1.7. Secures staff buy-in to program and service area goals by eliciting their input and discussing the goals’ content and rationale.
    1.7.1. Conduct weekly program staff meetings; major season/event planning; review of daily classroom activity plans and issues with weekly written follow up. Consolidate all program components into consistent site activity plan.
    1.8. In collaboration with the senior center based program director, executes plans and policies by developing procedures, protocols, and schedules that ensure their full implementation.
    1.8.1. In collaboration with the senior center based program director, assures alignment of center based program practices, systems, and services.

    2. Program Monitoring and Compliance
    2.1. Manage and administer all program-specific funding contracts, or assigned portions thereof.
    2.2. In collaboration with the senior center based program director, responsible for quarterly and annual eligibility audit preparations, DFSS, DCFS, federal, and NAEYC monitoring visits, and site specific statistical compilations as required by funding sources.
    2.3. Ensure agency compliance with all contractual and audit requirements for assigned 0-5 site based program components.
    2.4. Generate monthly reports which include enrollment, service delivery statistics, monthly vouchers, and all auxiliary records as stipulated by agency policy, statute, and contract and/or audit requirements. Including but not limited to:
    2.4.1. Monitoring and reporting of attendance.
    2.4.2. Monitor and reporting of program enrollment.
    2.4.3. Monitor and reporting of CACFP meal counts.
    2.4.4. In kind, volunteer tracking and reporting.
    2.5. In collaboration with Intake and Eligibility, assist in family eligibility determination and follow-up.
    2.6. Ensure a healthy, safe and friendly environment for children, youth and parents in accordance with all licensing and funder requirements and consistent with agency philosophy and policies. This includes but is not limited to:
    2.6.1. Statutes/policies regarding appropriate staff/child ratios; presence of the required qualified site management staff.
    2.6.2. Correct and complete records of all children and staff files.
    2.6.3. Correct and complete records of equipment, supplies, and physical facility indoors and outdoors; and other areas consistent with statute and regulation.
    2.7. Manage the physical plant and supervise its upkeep; in collaboration with operations, oversee food services and catering and ensures site compliance with licensing, sanitation, and Board of Health requirements.
    2.7.1. Conducts daily walk through of program environment to ensure cleanliness and safety of physical plant
    2.7.2. Proactively submits requests to maintenance for needed repairs.
    2.7.3. Proactively submits requests to tech support for needed supports to ensure staff access to technology and services.

    3. Staff Management
    3.1. Responsible for oversight of program teaching and support staff, and program assistant directors. This oversight includes but is not limited to all functions of reflective supervision and staff evaluation, mentorship, and coaching.
    3.2. Helps ensure that site staffing structure supports the program’s mission and goals by maintaining an adequate number of qualified staff who meet position requirements.
    3.2.1. Monitors daily staff ratios and ensures compliance.
    3.2.2. Plans and weekly/monthly staffing schedule
    3.2.3. Approves requested time off
    3.3. Builds a team that advances the program’s mission by hiring and promoting qualified staff who support the program’s philosophy and goals and who culturally and linguistically represent the community and program.
    3.3.1. Leads the orientation process for new site based staff.
    3.3.2. Trains all staff on the program’s history, philosophy, and requirements.
    3.3.3. Monitors and reports new staff progress weekly.
    3.4. Advances staff performance by meeting regularly with individual staff to provide reflective, strength based performance feed-back based on expectations contained in job descriptions, program plans, and policies and procedures.
    3.4.1. Maintains a consistent schedule for reflective supervision with all direct reports.
    3.5. Promotes staff development by monitoring SMART goal performance to assess staff strengths and areas for growth.
    3.5.1. Establishes professional development goals and plans, and monitor progress for all staff.
    3.6. Supports staff retention by creating an environment that fosters equity and provides opportunities for professional growth.
    3.7. Participate as a member of the management team, including work on budget preparation, monitoring program planning, staff and general operational concerns.
    3.8. Collaborates with program and impact leadership, evaluation and learning, family and community engagement, and mental health director to help direct service staff advance program quality by supporting them in linking current research, resources, and program data to their practice and by discussing program quality issues and ways to advance practice.
    4. Resource Management
    4.1. In collaboration with the senior center based program director, exercises prudent stewardship of program resources by making decisions based on program budgets, program financial reports and applicable federal, state, and program financial requirements (e.g., allowable costs, non- federal share, cost-sharing).
    4.2. In collaboration with the senior center based program director, manages and assesses monthly program budget to ensure alignment of budgeted expenses and actuals.
    4.3. In collaboration with the senior center based program director, advocates for resources to improve program quality by offering suggestions and providing information about needed resources during the program’s planning and budget development process.
    4.4. Minimizes the program’s financial and legal risk by assessing exposure to liability, improving internal controls and other program practices, training staff, and monitoring their compliance with requirements.
    4.5. Improves efficiency and effectiveness by using technology to enhance and/or create systems to share and track information about service delivery.
    4.6. Ensures a safe, attractive, well-equipped program environment by contributing to the development of sound budgets, purchasing high-quality materials and equipment, and establishing and/or implementing systems to monitor and maintain/replace equipment, and a ensure clean and safe facility.

    5. Observation, Analysis, Planning, and Documentation
    5.1. Meets federal, state, and program documentation requirements by ensuring that the program maintains accurate, objective, complete, timely, and well-organized child, family, financial, and program records.
    5.2. Monitors staff performance by creating and/or implementing systems for observing practice, reviewing records, gathering feedback from stakeholders, and documenting results.
    5.3. Promotes effective use of program data by developing and/or implementing a process for creating reports and sharing them with other program decision makers.

    6. Communication
    6.1. Builds an understanding of the program by communicating its philosophy, mission, and services to staff, families, and the community and by supporting staff to do the same.
    6.2. Demonstrates respect for others by sharing information objectively and non-judgmentally and adjusting verbal and written communication strategies for different audiences.
    6.3. Facilitates staff’s, families’, and partners’ acceptance of decisions and advice from funders, the governing body, policy group, committees, and management by positively presenting decisions, explaining the rationale, and openly addressing questions and concerns.
    6.4. Ensures that all staff follow protocols (e.g., chain of command, confidentiality) when communicating with others in the program, families, governing body, policy group, committees, and those in other community programs.
    6.5. Employs a culturally competent and flexible approach when working with those from various cultures by acknowledging, accepting, and accommodating differences (e.g., providing information in an understandable format and/or language for those who have limited/no reading skills or who are English language learners)
    6.6. Promotes a collaborative, productive working environment by following established communication protocols, clearly articulating expectations, outcomes, and timelines, and using conflict resolution and negotiation skills when needed.
    6.7. Ensures that own communication is easily understood by speaking and writing clearly and using standard grammar and spelling.
    6.8. Facilitates communication with others by using available technologies and by supporting staff to do the same.
    6.8.1. Consistent use and updating of Outlook calendar.
    6.8.2. Utilizes Outlook to schedule all meetings.
    6.8.3. Maintains a monthly Outlook calendar of site specific events, i.e., family events and staff workshops that is shared with all CRCL staff.
    6.8.4. Answers e-mail within 24 hours 80% of the time.

    7. Professionalism/Leadership
    7.1. Ensures program’s adherence to applicable federal, state, local, and program standards, policies, and/or procedures by keeping abreast of these requirements and by promoting staff’s understanding and implementation of them.
    7.2. Promotes a culture of inquiry by exhibiting a commitment to lifelong learning, keeping abreast of new information and research, and reflecting on their relevance.
    7.3. Furthers professional growth by seeking feedback, reflecting on and assessing own practice, and taking advantage of opportunities to improve skills and knowledge.
    7.4. Advances excellence and progress in the field by advocating for high-quality child and family services at the program, community, state, and/or federal levels.
    7.5. Promotes a collaborative, productive working environment by sharing planning, decision making, and problem-solving responsibilities with staff, families, the policy group, and governing body.
    7.6. Ensures staff and family confidentiality by limiting conversations about them and access to their records to those directly involved in providing services to them and by ensuring that confidentiality policies are followed across the program.
    7.7. Establishes and maintains external professional relationships by participating as a member of community, state, and/or national professional organizations.
    7.8. Serves as a role model for families and other staff by following and exhibiting sound, daily physical and emotional practices (e.g., making healthy food choices, communicating positively, understanding and accepting cultural differences).
    7.9. Maintains professional boundaries in relationships with staff and families by distinguishing between others’ needs and one’s own, guarding against abuse of power and sexual misconduct, and using appropriate language.
    7.10. Represents the community’s cultural and linguistic diversity throughout the program by ensuring that staff, committees, practices, materials, and activities reflect this diversity.
    7.11. Strengthens staff’s, the program’s, and the community’s commitment to family empowerment by establishing expectations for engaging with families, acknowledging the contributions they make, and modeling approaches for working with families as full partners.
    7.12. Maintain appropriate professional affiliations and represent the agency/program to the larger community.
    7.13. Conduct frequent tours and program presentations for potential funders.

    8. Perform other duties as assigned.
    Follows procedures as required by licensing and funding agencies, including but not limited to Illinois DCFS Licensing Standards, Department of Family and Support Services (DFSS), City of Chicago Health Requirements for Day Care Centers, Head Start Performance Standards, Carole Robertson Center for Learning Policies and Procedures and quality standards as defined by the National Association for the Education of Young Children and ExceleRate Illinois.

    Qualifications

    Applicants for the position of Site Director must possess a Master’s degree in Early Childhood Education/Child Development, Education, or a related field. Degrees attained in other fields must include credits in ECE/Child Development that are equivalent to a major (minimum 36 credits) in the field; five (5) years of progressively complex program management/supervisory experience and must have an Illinois Director Credential level II or above.

    PHYSICAL DEMAND

    The physical demands described here are representative of those that must be met by an employee to successfully perform.
    • Requires frequent sitting, standing, bending, or stooping for prolonged periods.
    • Requires lifting up to 25 lbs.
    • Requires physical agility to attend to the physical needs and activity levels of children.

    PROFESSIONAL EXPERIENCE
    • Must have 5 years of progressively complex program management/supervisory experience.
    • Demonstrated competence in and working knowledge of finance, program planning, operations, and administrative skills.
    • Demonstrated leadership abilities.
    • Demonstrated oral and written communication skills.
    • Must be able to understand, analyze, interpret, and make decisions about complex information received.
    • Must be able to resolve problems, handle conflict, and make effective decisions under pressure.

  • Community Liaison

    DEPARTMENT: Programs and Impact
    POSITION LEVEL: Professionals PROGRAM: Community Parenting Saturation Project
    POSITION CLASSIFICATION: Exempt POSITION REPORTS TO: Vice President of Programs and Impact
    POSITION LOCATION: 1111 S. Western Ave, Chicago, IL 60612

    POSITION SUMMARY

    The Community Liaison represents the Carole Robertson Center for Learning’s community outreach and project management efforts in support of our Ready for Kindergarten Ready for Life Community Parenting Saturation project in North Lawndale, which focuses on partnering with the whole community on ensuring that every young child shows up for kindergarten ready to excel. . The Community Liaison Associate plans, develops, and implements highly visible and proactive community engagement activities to ensure community wide awareness of the Ready for Kindergarten Ready for Life Community Parenting Saturation Project, while providing a forum for North Lawndale community stakeholder input.

    The successful candidate will develop processes and strategies for staff and community partner collaboration along with consistent, focused, and robust outreach to North Lawndale community stakeholders, including families with an eye toward building up existing relationships and establishing new connections in support of the Community Parenting Saturation project goals:

    - Producing timely communication and maintaining a consistent cadence for meetings and community outreach.
    - Promoting parenting to enhance early childhood development toward kindergarten readiness.
    - Establishing partnerships for collaboration with community stakeholders, including families related to parenting activities.
    - Meaningfully engaging parents with diverse experiences as a strategy for addressing racial inequities.
    - Supporting parenting outside of typical home visiting and center-based programs.
    - Partnering in evaluation and continuous quality improvement.
    - Collaborating and partnering with North Lawndale community stakeholders including residents.

    Under the direction of the Director of Learning and Evaluation, the Community Liaison Associate ensures supporting deliverables of project start-up and on-going implementation over the next 2.5 years to ensure that we’ve accomplished the goals of the project and helps to develop strategies for project sustainability.

    This is a grant-funded position through December 31, 2022 and contingent upon future funding.

    MAJOR RESPONSIBILITIES AND KEY TASKS

    • Responsible for program communication and meeting schedules.
    • Establish framework of resources and partnerships for implementation.
    • Collaborate cross-departmentally and externally in the development of community wide messaging strategy.
    • Collaborate in the development of all program collateral.
    • Oversee the launch of community wide marketing efforts.
    • Implement processes for tiered community wide and family specific interventions.
    • Conduct rigorous oversight to minimize service duplication and ensure effective use of program resources.
    • Work with the data analyst to plan for and coordinate program evaluation and reporting.
    • Work closely with Program and Impact leadership team to review quarterly program data and support continuous quality improvement efforts.
    • Stay abreast of national trends and early learning research to curate and maintain a directory of resources.
    • Track program success and challenges. • Prepare reports and maintain relevant documentation.
    • Assists with other duties and projects as assigned.

    COMPETENCIES

    • Values—ability to demonstrate in word and action the Center’s core values and deep commitment to the mission, vision, priorities and needs of the organization and the diverse communities it serves.
    • Inclusion—values all people for their unique talents and perspectives and promotes practices that promote and provide equal access to opportunities and resources that enable employees to contribute fully to the organization’s success.
    • Relationships—ability to build authentic relationships in the service of enhancing individual and team performances to support the Center’s work.
    • Change Capacity—leads self and others by demonstrating the ability to pivot and respond to unpredictable, disruptive, and ambiguous situations. Develop processes, tools, and techniques used to advance desired organizational outcomes and manage change, effectively.
    • Results-Proven Track Record—demonstrable ability to exceed goals with a bottom-line orientation; evidence of the ability to consistently make good decisions through a combination of analysis, wisdom, experience, and judgment; high level of business acumen including successful P&L management; the ability to balance the delivery of programs against the realities of a budget; and problem solving, project management, and creative resourcefulness. • Innovation—ability to form ideas that are new and enhanced, while introducing constructive ways of looking at problems that foster creativity interdisciplinary/cross-functional work.
    • Action and Results Oriented—enjoy working hard and looking for challenges; able to act and react as necessary, even if limited information is available; not afraid to take charge of a situation; can overcome resistance to leadership and take unpopular stands when necessary.
    • Quality Results—ability to demonstrate and foster a strong commitment to achieving goals in a manner that reflects thoroughness, accuracy, and quality experiences.
    • Decision-Making—ability to integrate logic, intuition, and sound judgement to analyze information to identify greatest opportunities, make decisions, and solve problems.

    REQUIRED KNOWLEDGE, SKILLS AND ABILITIES

    • Minimum Bachelor’s degree from accredited college/university in early childhood education, early childhood administration, education, or a related field.
    • At least three years’ experience in early childhood education, community/family engagement, or a related field.
    • At least three years’ experience in project management. • Demonstrated ability to communicate with others and build positive, trusting, and effective interpersonal relationships. • Advanced knowledge of child and adult learning theory, practice, and implementation.
    • Excellent project management skills and ability to multi-task with demonstrated attention to detail.
    • Ability to oversee multiple concurrent projects effectively and ability to work well under tight deadlines.
    • Advanced skills in use of Outlook, Excel, Word, and PowerPoint.
    • Strong written and verbal communication skills; a persuasive and passionate communicator with excellent public speaking skills.
    • Must be willing and able to work evenings, weekends, or other times as required.
    • Flexibility to adapt to changing conditions and requirements.
    • Unwavering commitment to diversity, equity, and inclusion.
    • Demonstrates passion, humility, integrity as a leader.
    • Exudes a positivity, compassion, and care in every facet of the role.

    Carole Robertson Center for Learning is an affirmative action, equal opportunity employer that values and actively seeks diversity in the workforce. Carole Robertson Center for Learning evaluates qualified applicants without regard to race, color, religion, sex, national origin, disability, veteran status, sexual orientation, gender identity, and other legally protected characteristics.