Engagement Specialist - Hunters Glen ELC 2026 - 2027

Job Overview

The Specialist Engagement Early Childhood will facilitate the achievement of early childhood students by developing and implementing a comprehensive Early Childhood Engagement Program to ensure students successfully integrate behaviorally and academically into the school setting. The incumbent will serve as a campus-based departmental liaison who develops and facilitates relevant training and technical programming assistance for early childhood teachers and parents related to intervention strategies (positive behavior supports) within the school environment specifically for early childhood students. The incumbent will collaborate with District departments to input and harvest data from Skyward, provide behavior/crisis intervention and initiate direct classroom support.

Position Description

The Early Childhood Engagement Specialist will facilitate the achievement of early childhood students by developing and implementing a Comprehensive Early Childhood Engagement Program at the Early Literacy Center level, to ensure students successfully integrate behaviorally and academically into the school setting. The incumbent will serve as a campus-based departmental liaison who develops and facilitates relevant training and technical programming assistance for early childhood teachers and parents related to intervention strategies (positive behavior supports) within the school environment specifically for early childhood students. The incumbent will collaborate with District departments to input and harvest data from Skyward, provide behavior/crisis intervention and initiate direct classroom support.

Essential Duties And Responsibilities

• Direct and coordinate a comprehensive Brain-Based program that includes identifying and strategically supporting early childhood students with working memory, cognitive development, and inhibitory control and when appropriate, refers child and family for further assessment and services

• Collaborate with teachers, instructional, and administrative staff to support positive teacher-child interactions and a classroom environment that promotes each child’s executive function skills and abilities

• Create and facilitate training for staff and/or families to build awareness and teach appropriate practices related to early childhood behaviors, developmental milestones, typical and atypical behavior, and overall child development

• Attend annual professional development throughout the school year to build capacity in the teaching, modeling, and implementation of executive functions

• Provide technical assistance, classroom observations, and monitoring of teaching staff to facilitate the integration of the building blocks for emotional control, decision-making, flexibility, and age-appropriate conflict resolution activities within the curriculum and classroom spaces

• Support students, teachers, and/or campus administrators during behavior crises at the classroom level

• Conduct classroom observations to collect student behavior data to inform the development/ implementation of executive function strategies and support teachers with strategy implementation

• Confer with parents and staff to develop recommendations and/or discuss educational activities and policies aligned to students' executive skills development along with academic concerns

• Track service referrals in the district student information system to ensure service documentation is inputted and updated at predictable intervals in alignment with program needs

• Prepare required monthly reports to be submitted to Campus Administrators and other Early Childhood Leadership Administrators to inform programmatic decisions

Qualification Requirements

• Bachelor's degree in Social Work, Psychology, Counseling, or related field

• Master's degree in Early Childhood Education or related field preferred

• Qualified Mental Health Professionals (QMHPs) credential preferred

• Minimum of 3 years Experience working with young children with challenging behaviors and families; in early childhood settings and/or a Head Start Program

• Skilled in modeling/coaching appropriate and effective behavioral strategies

• Knowledge of the development and implementation of positive behavior intervention plans

• Proficiency in Microsoft Office including Excel, Word, PowerPoint and Outlook

• Demonstrated knowledge of best practices, related to the implementation of District initiatives for students with emotional and behavioral challenges

• Demonstrated knowledge of special education law, policies, and procedures

• Excellent verbal and written communication skills; ability to communicate complex ideas simply and succinctly

• Outstanding interpersonal and teamwork skills; ability to work collaboratively with internal and external stakeholders

• Strong organizational skills, including keen mindfulness and ease at managing competing demands and determining priorities independently

• Experience working in a fast-paced, environment; adaptable when managing multiple, shifting priorities; comfortable with ambiguity

Physical Requirements/Working Conditions

The work environment characteristics and physical demands described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Work is performed in classrooms, offices, work stations and meeting rooms. The position requires occasional walking, standing, sitting, bending, stooping, kneeling, crouching, crawling, and lifting/carrying work related items weighing less than 40 pounds, such as books, papers and presentation materials. The employee is regularly required to use hands to finger, handle, or feel objects, tools, or controls; reach with hands and arms; and talk or hear. Specific vision abilities required by this job include close vision, color vision, and the ability to adjust focus. Attendance at conferences and professional development is required. Work involves everyday risks and discomforts which require normal safety precautions when operating equipment or performing job duties. May work prolonged or irregular hours and must be able to maintain emotional control under stress. Additional Information Work will be conducted in a variety of settings as indicated by the needs of the students. Frequent travel to various locations in the District is required. Assignments require the employee to work with identified students in school settings. Primary Location TEXAS-MISSOURI CITY Work Locations EARLY LITERACY CENTER-HGE Job Staff Organization ELEMENTARY Position Calendar 210AUG School Year 2026-2027 Salary Grade 103 Unposting Date Jul 24, 2026, 11:59:00 PM