Quality Impact Specialist

Description

Position Summary

The Quality Impact Specialist supports early learning program quality through training, coaching, professional development, technical assistance, curriculum support, and quality initiative implementation. Responsibilities include supporting teachers and directors of contracted child care programs, using child and program assessment results and related tools to guide quality improvement activities, providing curriculum support, supporting child and program assessment activities, and maintaining documentation of provider support. This position helps strengthen provider practices, improve early learning environments, and support positive outcomes for children and families. Success in this role requires early childhood expertise, communication, coaching skills, independent judgment, organization, collaboration, and the ability to support multiple quality improvement priorities.

Position OCAs

Other Cost Accumulators (OCAs) identify the primary activities associated with this position to support accurate time allocation, expenditure tracking, and reporting. Allocations reflect the general distribution of responsibilities and may vary based on operational needs.

Expected OCA Codes

• 97BBA
• 97INT
• 97Q00
• 97QAS
• 97QCR
• 97QHS
• 97QPD
• 97QPT
• 97QTA
• 97ICR
• 97IAS
• VPADM

Primary Responsibilities

Quality Improvement & Provider Support

• Support contracted child care providers in strengthening early learning practices and improving program quality.
• Use child and program assessment results, quality tools, and provider needs to guide individualized support activities.
• Implement quality initiatives, special projects, and department priorities.
• Build positive working relationships with teachers, directors, providers, and community partners.

Training, Coaching & Professional Development

• Provide training, coaching, and professional development support to teachers, directors, and quality initiative participants.
• Support adult learners through modeling, feedback, technical assistance, and practice-based guidance.
• Share early learning best practices that support quality improvement and child outcomes.
• Support staff training or coaching activities as assigned.

Assessment, Curriculum & Technical Assistance

• Provide technical assistance related to child and program assessments, quality improvement practices, and early learning standards.
• Support providers in understanding and applying assessment results to improve classroom practices and program quality.
• Provide curriculum-related support for commonly used early learning curricula.
• Maintain knowledge of assessment tools, curriculum resources, early childhood best practices, and quality improvement expectations.

Documentation, Communication & Continuous Improvement

• Maintain accurate records of provider communication, coaching activities, technical assistance, and quality improvement support.
• Enter and update provider communication activities in designated systems.
• Support department communications, reports, and supporting materials as assigned.
• Participate in monitoring, reporting, continuous improvement, and special project activities.

Core Competencies

• Early childhood education and quality improvement knowledge
• Training, coaching, and adult learning support
• Curriculum support and instructional practices
• Child and program assessment and quality tool knowledge
• Independent judgment and problem-solving
• Relationship building and provider support
• Verbal and written communication
• Organization and project tracking
• Technical assistance and professional development
• Documentation and records management
• Technology proficiency, including Microsoft Office and organizational systems
• Professionalism, confidentiality, and accountability

Position Classification & Competency Expectations

Scope & Focus

• Performs complex work independently while coordinating processes, projects, or services across teams or programs.

Decision Making & Judgment

• Exercises independent judgement within defined policies; resolves issues that require analysis and problem solving; and coordinates work that impacts multiple stakeholders or functions.

Expertise & Independence

• Demonstrates proficiency in role-related technical or professional skills; operates independently with limited oversight; and applies policy knowledge to real-world operational needs.

Growth & Impact

• Ensures effective implementation of programs and procedures; identifies process improvements and service enhancements; and may support projects or initiatives requiring coordination.

Supervision & Leadership Impact

• May guide the work of others or provide functional oversight; assists with training, workflow coordination, or task prioritization; does not carry supervisory accountability.

Additional Organizational Support Expectations

This position also fulfills applicable organizational support expectations, including:

• All Staff Supports 

Education & Experience

Required

• Bachelor’s degree in Early Childhood Education, Child Development, Education, or a related field; relevant organizational experience and demonstrated performance may also be considered in assessing overall qualifications.
• Minimum of two years of experience in a child care, early learning, education, or related setting.
• Minimum of two years of experience training, coaching, supporting, or developing adult learners.
• Ability to obtain required CLASS assessment tool certifications within established organizational timelines.
• Demonstrated experience supporting early learning quality improvement, curriculum implementation, technical assistance, or provider development.

Preferred

• Current CLASS certifications in Infant, Toddler, and/or Pre-K assessment tools.
• Experience providing coaching, training, or technical assistance to child care providers, teachers, or program directors.
• Experience supporting quality initiatives, child and program assessments, curriculum implementation, or professional development systems.
• Training and implementation experience related to trauma-informed care, Conscious Discipline, Strengthening Families, or similar frameworks.

Working Conditions & Physical Demands

• Physical demands and work environment characteristics described are representative; reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.
• Regularly required to stand or sit for prolonged periods; walk; use hands and fingers; reach with hands and arms; climb and/or balance; stoop; kneel; crouch; crawl; talk; and hear.
• Must regularly lift and/or move up to twenty pounds and occasionally up to fifty pounds with assistance.
• Telework requires internet speeds of 8 Mbps download/8 Mbps upload and working within the immediate geographical area.
• Must maintain reliable transportation, minimum insurance coverage, a valid driver’s license, and a clean driving record.
• Reliable mobile phone service is required for technology compliance, including multi-factor authentication.
• Specific vision abilities may include close vision and the ability to focus for prolonged periods.
• Developmentally appropriate interactions with children may be required.
• Position may require occasional evening and weekend work. 

Organizational Culture & Values

• Assume Positive Intent 
• Be Effective 
• Choose Responsibility 
• Deliver Excellent Customer Service 
• Embrace Fun 
• Find the Solution that Best Helps the Child 

**This position description is not intended to be an exhaustive list of all duties and responsibilities. Additional duties may be assigned consistent with organizational needs and policies.**