2546 Director, Child Development Center

POSITION IDENTIFICATION

TITLE Director, Child Development Center

CLASSIFICATION NUMBER 2546

GRADE 46

CLASSIFICATION Exempt

IMMEDIATE SUPERVISOR Department Head, Childhood Education and Family Studies

MAJOR ADMINISTRATOR Dean, College of Education

GENERAL FUNCTION

The Director of the Child Development Center manages the operation of the Child Development Center and supervises the Infant-Toddler and Preschool Programs of the Child Development Center. The Director establishes and maintains a balanced, approved operating budget, establishes and monitors fee collection, projects staffing needs, and maintains enrollment of children in the programs. The Director  recruits, hires, trains,  supervises, and evaluates staff, supervises college students in the Child Development Center, serves as liaison for the advisory council, and serves as the director of record for licensing. The Director works with families and faculty to create a “best practices” environment, ensures compliance with licensing regulations, monitors dietary requirements and safety standards, and maintains quality and a developmentally appropriate curriculum.

MINIMUM ACCEPTABLE QUALIFICATIONS

Education: A master’s degree in Child Development or a related field is required. A doctoral degree in Child Development or a related field is preferred, with at least one of the degrees in Child Development. 

Experience: Work experience, which includes supervision of staff and management of budgets in a child development center, is required. Experience working with children from birth through preschool is preferred. Experience successfully managing a child development center in an academic environment is preferred.

Skills: Excellent verbal and written communication skills are required. Financial management skills and skills in word processing and spreadsheet applications are required. Must be able to obtain and maintain current Infant-Child CPR and First Aid certifications.  A record of inclusive conduct and evidence of multicultural skills in the workplace is preferred.

Other: Must be able to lift 50 pounds and possess physical mobility to bend, stoop, and crawl, and communicate sufficiently to interact with staff and children from infant to preschool in the daily activities of the Center.

ESSENTIAL DUTIES AND RESPONSIBILITIES

1. Ensures that students enrolled in Child and Family Development courses have access to laboratory experience with the children in the Child Development Center by actively maintaining a quality and developmentally appropriate curriculum in the Child Development Center and assuring that children enrolled in the laboratory are within age limits of the program, leaving the laboratory within 30 days of exceeding the age limit.

2. Develops a competent and effective staff by recruiting and selecting qualified staff, supervising staff and students, providing orientation, training and monthly updates on center, department and University policies and operations, assigning areas of responsibility based on expertise and qualifications, evaluating work performance, and maintaining detailed records of all personnel-related issues.

3. Ensures continued operation of the Child Development Center by providing financial management of the Center including establishing an approved budget and fees, monitoring fee collection, keeping families apprised of account status (including dismissing children from the center whenever fee payments are in arrears), managing expenditures within budget constraints, and possibly seeking grant opportunities and collaborating on grant proposals.

4. Develops and maintains positive relations with members of the University community, families, partners in the greater community, and related public agencies by maintaining a quality child care center, coordinating an advisory council that represents the constituencies of the center, accurately communicating feedback from these constituencies to the department head in a timely manner, and communicating with Child Development Center parents on a monthly basis.    

5. Assures compliance with local and state rules and regulations by taking responsibility for licensing compliance as director of record for the Center, working with appropriate licensing and child care regulators, including compliance with the sanitation and the Child Care Reimbursement Program regulations, responding promptly to any changes needed, reporting the results of all evaluation visits to the department head immediately, and maintaining detailed records on all regulatory assessments and responses.

6. Provides specific leadership and management of the Infant-Toddler and/or Preschool programs as needed.        

7. Attends regular academic department and program meetings as the representative of the Child Development Center.

8. May teach one course each semester during the academic year in the Child and Family Development Program.

9. Facilitates a work environment that encourages knowledge of, respect for, and development of skills to engage with those of other cultures or backgrounds. 

10. Maintains competency and professional development through self-directed professional reading, developing professional contacts with colleagues, and attendance to professional development courses and/or training courses.

11. Helps to assure the success of the Child Development Center by performing all other essential duties as assigned.

SUPERVISION

The Director of the Child Development Center is supervised by the Head of the Department of Early Childhood and Family Studies and supervises staff and students.

OFFICE OF HUMAN RESOURCES

JUNE 2011

JOB FAMILY 4

Factor 1: Professional Knowledge, Skill, and Technical Mastery

Level 4 - 2300 Points: Knowledge of the principles, concepts, practices, methods and techniques of an administrative, managerial, or professional field such as accounting or auditing, financial management, business administration, human resources, engineering, social sciences, communications, education, law, or medicine. Knowledge permits the employee to complete assignments by applying established methods to recurring types of projects/problems susceptible to well-documented precedents or to schedule, plan, and carry out precedented projects. Alternatively, knowledge at this level might also permit the employee to carry out precedented projects requiring considerable experience in specific areas within higher education. Knowledge at this level is typically acquired through a combination of formal education and/or training and experience that includes a requirement for a college degree in a specific technical or professional specialty along with significant related work experience. Alternatively, equivalent knowledge requirements at this level include a non-technical or general Bachelor's degree requirement with substantial work experience or a non-specific Master's degree requirement with substantial work experience. Knowledge requirements generally also include a significant amount of related work experience and may include administrative or supervisory experience.

Factor 2: Supervisory Responsibility

Level 5 - 730 Points: Supervision of (a) several work teams or work team leaders, (b) a rather large group of operative, administrative support, or paraprofessional employees, (c) a work group involving direction of skilled technical employees, (d) professionals in technical and skilled areas, and/or (e) subordinate supervisory personnel. The incumbent performs a full range of supervisory responsibilities including the authority to hire, train, transfer, promote, reward, or discipline others. Supervision will likely be general rather than close supervision of others. At this level, supervisory responsibilities consume significant amounts of work time and include substantial responsibility for work planning activities, staffing, and performance management as well as budgeting and planning functions.

Factor 3: Interactions with Others

Level 4 - 500 Points: Interactions with others are somewhat unstructured. The purpose may be to influence or motivate others, to obtain information, or to control situations and resolve problems. Interactions may be with individuals or groups of co-workers, students, or the general public, may be moderately unstructured, and may involve persons who hold differing goals and objectives. Individuals at this level often act as a liaison between groups with a focus on solving particular unstructured problems. Interactions at this level require considerable interpersonal skill and the ability to resolve conflict.

Factor 4: Job Controls and Guidelines

Level 3 - 500 Points: The employee operates under general supervision expressed in terms of program goals and objectives, priorities, and deadlines. Administrative supervision is given through statements of overall program or project objectives and available resources. Administrative guidelines are relatively comprehensive and the employee need only to fill in gaps in interpretation and adapt established methods to perform recurring activities. In unforeseen situations, the employee must interpret inadequate or incomplete guidelines, develop plans, and initiate new methods to complete assignments based on those interpretations. Assignments are normally related in function, but the work requires many different processes and methods applied to an established administrative or professional field. Problems are typically the result of unusual circumstances, variations in approach, or incomplete or conflicting data. The employee must interpret and refine methods to complete assignments. Characteristic jobs at this level may involve directing single-purpose programs or performing complex, but precedented, technical or professional work.

Factor 5: Managerial Responsibility

Level 4 - 1500 Points: Work involves the primary accountability for a smaller department, program, or process. Work activities involve managerial decisions that directly affect the efficiency, costs, reputation, and service quality of the department, program, or process. Work affects a limited range of professional projects or administrative activities of the University. Work activities have a direct and substantial impact on the department. While work activities do have some effect on the efficiency and reputation of the cost center, departments, programs, or processes at this level represent a relatively minor function within the cost center. Employees in jobs at this level may have responsibility for developing budgets, distributing budgeted funds, and exercising the primary control over a relatively small budget.