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Job Description

Oakstone Academy School

Early Childhood (PK-3) or Early Childhood Intervention Specialist (PK-3)

Teaching License Required

Oakstone Academy School is a private, chartered, school with the state of Ohio currently serving students Pre-Kindergarten through High School located in Westerville, Ohio just northeast of Columbus.

Oakstone Academy School is currently seeking a creative, energetic, and passionate individual for an Early Childhood (PK-3) or Early Childhood Intervention Specialist (PK-3) licensed teaching position for the 2020-21 school year. This is a full-time teaching position offering a 185-day teaching contract. This position offers a competitive salary, complete benefits & retirement packages, and accrued sick and personal time off.

Job Description and Requirements:

This individual will demonstrate the following:

  • Establish and maintain standards for behavior that foster student self-discipline and positive relationships among students.

  • Design lessons that provide opportunity for problem-solving, creativity, and

  • communication skills in relation to authentic, real-world problems for a diverse population of learners

  • Strong Organizational Skills

  • Exhibit strong interpersonal and communication skills

  • Utilizes technology to creatively communicate with their students

  • Proven success in the classroom

  • Strong Character

  • Can work and succeed in a TEAM environment

  • Encourages, secures, and maintains the involvement of parents and other community members in support of instruction

  • Performs other duties as assigned


· Required Certification: Early Childhood (PK-3) or Early Childhood Intervention Specialist (PK-3)

· Experience in Educational Technology

· Excellent oral and written communication and human relations skills

Company Description

The Children's Center for Developmental Enrichment (CCDE) is a non-profit 501 (c)(3) organization dedicated to:

•Providing excellent educational programming for all children while researching the effectiveness of an inclusion model for those with ASD.

•Supporting and educating families in order to promote a holistic approach to the education of children with ASD.

•Promoting cost-effective training and support to area school districts and professionals in the community.

These original goals established in 1999 continue to define the services provided by the organization today. Over the years, CCDE has grown into a multi-faceted resource that includes a private school, programs for parents and children, therapies and research.

Oakstone Academy is dedicated to providing an excellent education for all children, inspiring and empowering them to reach their own unique potential.

Faculty and parents work together to help each child toward fulfillment as a total person; one who has a sense of understanding and compassion for others, and courage to act on their beliefs.

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Job Description

Title: Early Intervention Specialist
Work Days: M-F
Work Location: Variable – Los Angeles metro area (LAUSD school boundaries)
Early Intervention Specialist, serving the greater Los Angeles area

Primary duties:
Early Intervention Specialist will work in a variety of Head Start preschool classrooms on an
itinerant basis to help meet the needs of 3 to 5 year old children with speech and language delays.
Facilitates each child’s IEP goals individually or in a small group setting (max. 4 students per
group) in a creative and captivating manner using evidence based practices. Attends meetings and
collaborates with teaching staff to discuss classroom modifications, strategies, progress and
concerns. Responsible for documenting progress through observations, intervention, informal
assessment and consultation via an web-based database. Works with child/family and teaching
staff to support the transition to kindergarten and provides consulting and planning with parents.
Other duties as required. Bilingual English/Spanish preferred

• Bachelor Degree, Master Degree from an accredited four-year college or university,
in the field of Communication Disorders, Early Childhood Development, Early Childhood
Education, Psychology or related field
• Two years professional child development and/or teaching experience
• Experience in working with children with speech/language delays
• CPR/First Aid trained
• Must have exceptional verbal and written communication
• Ability to work within a collaborative environment, multi task, and work within time frames
• Ability to work effectively with people from diverse economic and ethnic backgrounds
• Sensitivity to the needs of children and families
• Computer experience (Knowledge of MSOffice and database applications preferred)
• Position requires daily local travel
• Fingerprint clearance required
• Additional requirements will be provided during interview process
• Benefits include: Paid drive time, Paid sick time and Paid staff training

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Job Description

Lakeview Valley is seeking to onboard a remote Early Childhood Behavioral Specialist that has experience in ACEs- Adverse Childhood Experiences. Independent contractor will work remote using our website portals to engage with parent, teachers, students and staff administrators. Behavioral Specialist shall report to Disability Coordinator, Mental Health Specialist and Program Directors. Must have experience developing adverse learning platforms with an emphasis on enhancing spiritual and resiliency wellness of children, families and staff. Behavioral specialist will support children in the classroom who have been impacted by the effects of Adverse Childhood Experiences (ACEs) and implement a culture that teaches resiliency providing families with added counseling.

Scope of Work includes (but not limited to):

Provide consulting and counseling services to parents/students/teachers and staff regards ACEs

Attend program development meetings and spearhead implementing program objectives

Research content to build program and training materials

Work with Training Coordinators to build content for program

Consult with parents and teacher online- using virtual chat rooms

Host ACEs training online using Zoom for parents and teachers

Developing virtual learning labs and worksheet for teachers and parents


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Job Description

East Bay Agency for Children’s (EBAC) mission is to improve the well-being of children, youth, and families by reducing the impact of trauma and social inequities. EBAC strives to reduce barriers that contribute to disparities in wellness for socio-economically disadvantaged and racially marginalized families and to create communities where all children and families have support systems to reach their full potential.

EBAC was established in 1952 when a group of parents of children with autism wanted to give their children the same educational and recreational opportunities that contribute to the physical well-being and social growth of all children. From this was born the first day-treatment program west of the Mississippi and was the foundation of growth in meeting the needs of children and families living in the San Francisco Bay Area, and especially in Alameda County.

Today, EBAC’s programs serve over 10,000 children, youth and families throughout Alameda County each year with the goal of giving each child and family the specific resources, skills, and support they need to help them reach their full potential. The organization has strategically grown its program offerings to include a wide variety of supports and services to the community. For more information about our organization, please visit the website at


Following a cohort - block schedule model the Early Intervention Coach (EIC) provides individual and group treatment activities for ages 3-5 years within EPIC (formerly known as Therapeutic Nursery School - TNS) a short term intensive mental health treatment and intervention program. The EIC will collaborate with parents and external partners including the participants preschool staff to identify need and develop a plan for reintegration back into the preschool setting.



  1. Baccalaureate Degree in a Human Services discipline (social work, sociology, psychology, education, child development, etc.) desirable.

  2. Previous experience in milieu treatment or classroom education setting highly desirable.

  3. Ability to work with a multi-disciplinary team.

  4. Skills in arts, crafts, music, sports, and games highly desirable.

  5. Ability to drive pre-school students if special circumstances permit and provide a clean DMV report and insurance required.


  1. Assist children in the management of disruptive, assaultive, and out of control behavior.

  2. Provide trauma informed therapeutic inventions, behavior coaching, and crisis support; including the use of physical restraint as necessary.

  3. Plan curriculum and prepare educational and therapeutic activities based on children’s interests and social/emotional needs.

  4. Lead enrichment activities and circle time; monitor children during outdoor recreational periods and quiet time.

  5. Record progress notes and other charting requirements as necessary in a timely manner.

  6. Participate in staff meetings; trainings; and treatment planning and clinical reviews.

  7. Consult with Program Director, Clinicians, and classroom staff on individual children’s progress.

  8. Utilize assessments tools, such as ASQ and ASQ-SE to evaluate children’s needs.

  9. Lead client review meetings and develop supportive relationships with caregivers.

  10. Participate in overall program development as member of treatment team.

  11. Periodic driving to and from pre-school to meet with teachers.

  12. Other duties as assigned.


  1. Work is in a two-story building with stairs that need to be climbed for access to the second floor. Work is primarily in office, classroom, and an enclosed outdoor play yard setting.

  2. Because work is directly with small children, full mobility is required for standing, walking, sitting, using hands, climbing, balancing, stooping, kneeling, crouching, and crawling.

  3. Periodic lifting up to 50 pounds is required.

  4. Noise levels may be high at times.

  5. Must complete certification in nonviolent crisis intervention as provided by Crisis Prevention Institute, Inc.

EBAC offers a uniquely generous time off package and an outstanding benefits package that includes health; chiropractic; dental; voluntary life insurance (for yourself and your family), AD&D and SDT; accident and critical illness coverage (for yourself and family); flexible spending for medical, child care and commuter benefits; 403b retirement program; legal insurance; and, agency paid life insurance and long term disability coverage.

East Bay Agency for Children is an equal opportunity employer and encourages diverse candidates to apply. No phone calls please.

Company Description

We are very proud of our organization and the meaningful difference it has made over the years in the lives of so many children and their families. In joining EBAC, you will become part of a highly skilled, diverse team of colleagues who are dedicated to helping some of our most vulnerable children achieve academic success and more hopeful futures.

You will also be joining a well-managed and financially stable organization that is consistently highly-rated and respected by community mental health leaders and school administrators, principals, teachers, and students and their families.

East Bay Agency for Children's endeavor to create a positive work culture is acknowledged by our employees. Employee responses to the 2018 Bay Area News Group survey ranked EBAC among the top 100 Workplaces in the Bay Area! A career with East Bay Agency for Children will make you a part of a great agency, a great group of people, and a great mission.

We are committed to maintaining a truly supportive work environment that reflects our values and culture. Being an EBAC staff member offers a unique opportunity to achieve a healthy work/life balance through generous paid time off and excellent benefits.

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Job Description

Sterling Medical is seeking an Early Intervention Specialist to relocate and provide services at one our U.S. Ramstein Air Base in Germany.

We Offer:

  1. Tax Advantaged Rates

  2. PTO & Benefits

  3. Relocation Assistance & Logistical Support


About Sterling Medical:

We have been providing services of this nature since 1980 at military facilities, and at overseas military facilities since 1995, a period of over 23 years. Overseas nations in which we provide service include Germany, Italy, Belgium, the Netherlands, the United Kingdom, Portugal, Spain, Bahrain, South Korea, Japan and other overseas locations. We are the largest provider of direct medical staff to U.S. military facilities overseas. We offer a rewarding experience to gain Military and DoD experience and support our active duty military families!



EI providers shall coordinate and participate in a comprehensive family-centered assessment of the resources, priorities, and concerns of the family and identification of the support services necessary to enhance the family’s capacity to meet the needs of the eligible infant or toddler and his/her family. All EI providers shall have the knowledge and ability to fully develop an Individualized Family Service Plan (IFSP) from the initial referral stage to the final parent/guardian signature indicating agreement with the plan. The EDIS EI program functions within a transdisciplinary model, which means that any one of the specialists may be the primary service coordinator for a child and family. Staff members shall collaborate closely with the other specialists on the team so that the child and family receive the best possible services. Services include screenings and evaluations for identification of developmental delays; completing family assessments, including the Routines Based Interview (RBI); service coordination or case management services; creating family-centered goals; completing the Child Outcomes and Family Outcomes Surveys (COS, FOS); providing interventions and services in the child’s natural environment; transitioning children to preschool programs and other EI programs; and discharging children from EI services upon completion of goals, the family’s permanent change of station (PCS), or the child’s transition to a preschool program.


Shall have a PhD in Early Childhood Intervention, OR a master’s degree with 7 years of experience

It is strongly preferred that the EIS have experience working in school programs and be a specialist in EI. The EIS must be able to advise all members of the EDIS teams in relation to the MRS and EI mission of the EDIS program.

EI providers should have a minimum of two (2) years of early intervention home-based, parent/caregiver-coaching experience with at least six (6) months working within a transdisciplinary team model.

All providers should have at least one (1) year within the past five (5) years of experience working within the age group and environments for which employment is being considered. This experience could be gained during practicum, internship, or a clinical fellowship as part of a degree program. 

Company Description

Sterling Medical is one of the largest providers of healthcare services to government agencies, HMO's, hospitals, and clinics nationwide with over 30 years of experience matching qualified healthcare providers throughout the United States and with facilities around the world. We offer permanent and locum tenens opportunities in many attractive living locations, including the U.S., 4 U.S. territories, and 13 overseas nations. Sterling Medical is a Equal Opportunity Employer.

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Job Description


I) Job Purpose

Provides service coordination and/or specialized skills services, to developmentally delayed infants, toddlers and their families as identified in the Individualized Family Service Plan (IFSP) and from the point of referral to eligibility determination. Ensures that all (0-3) children are served timely and appropriately and in keeping with their procedural safeguards, rights and needs. Focuses on supporting the parent-child relationship so that positive outcomes can occur. Commits to the belief that parenting is the most important job there is and that every parent/caregiver can be successful.

This position fully embraces the mission and 7 key principles for providing early intervention services in the natural environment.


II) Essential Functions

  • Participates in project groups, committees, child find activities and interagency program planning as requested by the Chief of ECI.

  • May organize and facilitate (inclusive) community groups, activities and opportunities for children with occupational therapy and/or motor needs.

  • May serve as the Program Lead for EIS’s

  • May serve as the Division Lead for EIS’s.

  • May provide training to ECI staff and the community.

  • May supervise student interns(s)

  • Must participate in required supervision, meetings and trainings.

  • Must maintain professional licensure and complete required continuing education contact hours each year as mandated by license.

  • Must be able to work within a modified trans-disciplinary team approach/setting.

  • Must demonstrate flexibility with work, attitude and communication with ECI staff and families.

  • Must have the ability to learn and implement early intervention strategies and techniques.

  • Must demonstrate emotional control, good judgment and safe practices when under stress.

  • Must demonstrate ethical and professional behavior.

  • Performance standards are performed as applicable with MHMR’s We CARE values “We Connect People in Our Community.  We Provide Access to Services.  We Link People to Resources.  We Empower People.”

  • Perform other job duties or responsibilities as requested or assigned.


A. Complete Intake, Screenings, Eligibility Determination and Initial IFSP for all new ECI referrals assigned. 
Performance Standards:

  1. Contact family within two (2) working days of receiving the referral to schedule the initial two (2) hour appointment for intake, screenings, eligibility determination and IFSP. Ensure that this appointment is scheduled with the second discipline representing the child’s primary area of concern. Arrange for an interpreter/translator if needed. Document any barriers and efforts made to meet 45 day timelines and or to obtain physical exam/well child/therapy orders. Attempts and documentation should occur every three days. Request copy of any legal custody documents for ECI child. Discuss parent/caregiver concerns. Begin to initiate needs assessment and routines based interview with family (foster, kinship or bio).

  2. Complete the initial intake, screening, eligibility determination and initial IFSP within twenty-one (21) days of referral unless otherwise approved by supervisor. Document reason for delay in meeting 21 day timeline. Consult with supervisor if it appears that 45 day timeline may be compromised and decide on action plan based on family versus program reasons for delay as well as other mitigating factors.

  3. Coordinate assessments/eligibility determinations by ensuring that all team members are informed of time, place, location, special circumstances; the test materials are complete; the meeting starts on time; the child's caregivers can participate in their preferred way and all other staff roles are designated before starting. Use a person centered approach and discourage dual conversations.

  4. If the ECI infant/toddler lives with foster or kinship family and has visitation with biological family, coordinate assessment/eligibility determination with these families and the biological family if possible.

  5. Secure documentation of therapy orders and or medical records by physician or nurse practitioner on or before the initial IFSP meeting, or no later than (10) days after IFSP meeting. Work with the families to obtain these medical records (and therapy orders if needed). If the required therapy orders/medical records are not procured by the initial IFSP discuss the importance and the need with the family of having and getting a well-child exam and problem solve how you can assist the family with this. Accurately explain the ECI philosophy, services available, and home visit guidelines. Offer the option to view the IFSP video/CD/DVD etc.

  6. Accurately explain and review the ECI Rights Booklet and procedural safeguards, with the family and have them sign the acknowledgement form.

  7. Complete and have signed Authorizations for Release of Information prior to requesting/releasing any client information either verbally or in writing. Complete ROI’s for any of the following entities: ISD, PCP, Physician specialists such as Gastroenterologist or Ophthalmologist, Audiology, CCMC, ISD, hospital birth records, CPS, CASA, Foster Agency, Child Care, etc. after explaining reason why and obtaining written parental consent.  Exceptions include referral source and CPS/CAPTA referrals in investigative stage which allow communication of identifying information in order to process referral through intake and enrollment status.

  8. Prepare the child’s family for the intake, screenings, eligibility determination and IFSP by explaining the process and how the family can participate.

  9. Complete Prior Written Notice and Consent Forms prior to screenings, assessments and IFSPs.

  10. Serve as the facilitator, screener, assessor, coach and/or recorder (and/or interpreter) for the interdisciplinary team during the intake, screenings, eligibility determination and IFSP.

  11. Interpret and share test results with the family by sitting next to family so family has a visual of what you are saying. Ensure that all required components of the IFSP are addressed and that the IFSP is written in a manner that supports the infant/toddlers relationship with his or her biological family and if applicable the infants relationship with the foster or kinship family.

  12. Review Procedural Safeguards and IFSP with family prior to family signing consent for services or a change in service.

  13. Accurately complete and turn in all initial intake, screening, eligibility determination and IFSP paperwork 1 day after completion of the appointment visit. Paperwork is due to the data entry specialist by 8:30 am the day after the appointment. Complete the Diagnosis Form and turn it into the office manager within 3 days of the IFSP.  Send the Screening/Assessment Results Form and to the referral source and/or the child’s PCP within 2 days of the IFSP. Provide copy of test results and IFSP to family at the time of the appointment.

  14. For children involved with the CPS and Court system obtain court papers showing legal conservatorship and custody arrangements at time of intake; and if during the course of the ECI journey, the ECI child is placed in a new home review the ECI Rights Booklet with the new caregiver, obtain new Release of Information forms, review the current IFSP and most recent eligibility determination/assessment results,  and administer a new Family Needs Assessment, complete a routines based interview and amend the existing IFSP as indicated and needed. Review need for a new FCS packet to be completed.

B. Provide coordination and collaboration of ECI and non-ECI services for assigned infants and toddlers from intake and enrollment through discharge follow-up. (For paperwork see section G)
Performance Standards:

  1. Implement, assist with or track all services and strategies identified in the IFSP ensuring that all target dates are met.  Exceptions must be documented.

  2. Assist family with accessing resources to meet the needs of the infant/toddler as identified by the IFSP. These may include but are not limited to informational, emotional and or material support such as securing well child/ therapy orders, assisting with doctors/specialists appointments, ISD and Head Start referrals, Vision and Hearing needs, adaptive equipment/assistive technology, transportation, childcare, respite; health insurance and medical, parenting and developmental  information.

  3. If an emergency or crisis arises inform ECI supervisor immediately and develop action plan to be implemented. (e.g., Contact MCOT/MHMR Crisis line call or make a CPS Report). Ensure child is safe.

  4. Collaborate and coordinate with any relevant programs and /or agencies the family is involved with and gives consent for.

  5. Complete a Change of IFSP within one (1) week to reflect changing needs/services of the child and family.   Review Procedural Safeguards and IFSP with family prior to family signing consent for services or a change in services. Complete/update FCS.

  6. Share any ECI evaluation results or newly acquired medical records with IFSP team and review current IFSP to determine, what if any new outcomes and or strategies need to be added, revised or ended. After incorporating recommendations into outcomes and strategies review and discuss services, frequency and durations, making changes that reflect a modified trans- disciplinary approach.

  7. Ensure that documentation for child's immunizations and well-baby checks is in child's chart and updated at every 6-month review and annual review.

  8. When indicated Explain transition and the options available. Document in the IFSP a transition plan before the age of two and assist the family through the process of determining the next setting.

  9. Coordinate with social service agencies (WIC, CCMS etc.), medical personnel, child cares, Head Start/EHS and ISDs to insure quality services that meet the child/family needs.

  10. Monitor/track family no shows/cancellations bringing these to the attention of the supervisor for the purpose of developing an action plan. Discuss these missed appointments with the family in a respectful and reflective manner.

C. Provide ongoing consultation/information to parents and other caregivers as identified in IFSP. 
Performance Standards:

  1. Provide detailed information about typical and atypical birth to three development in the areas of social-emotional, cognitive, receptive and expressive communication, articulation, fine and gross motor, and self-help as indicated through observation, coaching or questions that arise.

  2. Provide general information about the importance and benefit of establishing routines, different temperaments, attachment, sensory integration, parenting birth to three, and coping skills.

  3. Provide information about and assistance with opportunities for inclusion of child/family in community activities and in natural settings on an ongoing basis.

  4. Seek assistance from supervisor and/or make referrals to team infant mental health specialist when more complex parenting issues are presented. Report and consult with IFSP team or IMH in a prompt manner any red flags regarding possible attachment concerns, PDD/Autism concerns; sensory integration concerns, feeding problems, serious behavior or sleep concerns, and any unrealistic expectations by the parent especially in the areas of discipline and toilet training.

  5. Consult with Physical Therapist, Occupational Therapist, Speech Therapist, Registered Nurse, AI Teacher, VI Teacher and/or Registered Dietitian about any red flags observed. If indicated, schedule individual evaluations promptly once any applicable physician orders have been received.

  6. Provide written and or verbal information to the physician when indicated to secure the orders for evaluations / therapies; or to request consideration for special testing or need to see a medical specialist.

  7. Use a coaching model for intervention. Communicate effectively with families about the infants/toddlers condition and recommended strategies, by using active  listening, speaking on an appropriate cognitive and cultural level, reflecting and paraphrasing, wondering, coaching, encouraging, stating things in more than one way to accommodate the listener's needs, checking or clarifying that the family understands what you have said and seeking mutually satisfying strategies. At each session discuss parent’s perception of child’s progress and check to see if session met parent’s expectations. If it did not discuss what parent might like to see happen differently.

D. Plan and implement routines based interventions in various developmental areas as identified by IFSP.  
Performance Standards:

  1. Plan (or find assistance in developing and planning) a specific treatment plan to be implemented in the home or other natural setting that meets the outcomes and strategies as outlined on the IFSP.   Jointly develop goals with the family and other team members. Measure progress and adjust goals/strategies and outcomes through dialogue with the family as needed.

  2. Assist with implementation of home programs through demonstration, coaching and other techniques for parents/caregivers.

  3. Prior to each visit be prepared, by planning particular activities based on families preference and related to IFSP strategies and goals, to use during the  home or community based visit and document how the parent participated, what you demonstrated and the child’s response to the intervention (the effectiveness of the strategies)  in the progress note. Review session with caregiver before leaving.  If appropriate, discuss and provide home program activities for the family. Periodically assess family’s satisfaction.

  4. At the visit begin by learning what is new and what progress has occurred or not occurred. With the family, clarify goals and routines to be addressed during the session with the caregiver

  5. Engage caregiver and other appropriate family members in planned activities so that the caregiver can demonstrate all activities and the EIS and family can monitor their effectiveness.

  6. Using appropriate developmental checklists, evaluate progress toward goals on a regular basis as needed.  Consult with specialists when progress is not occurring as expected and or any red flags are identified.  Revise goals and strategies as needed.

  7. Provide opportunities for the family to learn infant massage techniques.

E. Meets Performance measures/expectations 
Performance Standards

  1. Schedule intake/eligibility determination/IFSP within 2 days of receiving referrals

  2. Complete initial IFSP within 21 days from referral.

  3. Complete 28 day intervention visit within 8 days of completion of initial IFSP

  4. Complete quarterly reviews on or before due date.

  5. Complete all annual assessments and annual IFSP’s on or before due date in T-Kids manual and system (within 1 year of initial)

  6. Complete transition plan by age two years. Update regularly.

  7. Complete transition meeting for all clients between 2 years 3 months and 2 years 8 months.

  8. With parent/caregiver consent, refer, in writing, clients to part B (the ISD) by 2 years 9 months (on or before 90 days prior to turning three).

  9. Maintain a planned vs. delivered rate minimum of 80% each month.

  10. Manages individual caseload in a manner that ensures that all children in the program receive quality services for their identified needs, in a timely manner.

  11. Maintains and submits all required documentation daily.

F. Ensure proper care and cleaning of toys and equipment used in implementing interventions.
Performance Standards:

  1. Using appropriate disinfectant solution, clean all toys and equipment after each use before using with another child.

  2. Wash hands with soap and water before and after any/all contact with child.  If soap and water are not available, use program approved hand disinfectant before and after any/all contact with child.

  3. Report any damage or loss of toys or equipment to supervisor immediately.

  4. Maintain a record of loaned equipment

  5. Inform supervisor of any needs for special equipment and or supplies


III) Knowledge of Laws, Policies/Procedures, Skills, Education and Abilities

  • MHMRTC Operating Procedures

  • ECI Policy and Procedures

  • Knowledge of Texas laws regarding reporting child abuse/neglect

  • OT licensing/registration requirements

  • Knowledge of typical (normal) birth to age three growth and development.

  • Knowledge about developmental delays in children birth to three years.

  • Knowledge about disordered and atypical development in children birth to three years.

  • Knowledge of medical diagnoses and conditions and their impact or potential impact on birth to three growth and development.

  • Knowledge, skills and ability to work effectively with families /adults from various cultural, linguistic, socio-economic, cognitive, social -emotional and educational statuses.

  • Knowledge of community resources available to assist families with financial, educational, medical, social and developmental needs.

  • Knowledge of infant- toddler evaluation and assessment protocols, curriculums, methodologies, therapeutic strategies, techniques and monitoring/ measuring progress.

  • Comprehension of the IFSP process.

  • Ability and skills to communicate well both orally and in writing. 
    Ability to strive to make effective working relationships with team members and families that are characterized by mutual support, open communication, trust and respect.

  • Ability to problem solve with infrequent assistance from supervisor. Identify and use a rational approach for the situation. Communicate problems and decisions to the supervisor.

  • Ability to discuss uncomfortable and potentially conflict producing topics, in a professional and effective manner, with families, community agencies and other ECI staff.


IV) Internal & External Customer Service

This position requires extensive internal (team members, agency personnel) and external (doctors, ISDs, day care providers, other agencies) contacts.  The EIS will accomplish this with above average written and oral skills.

V) Travel

This position requires daily local travel in personal vehicle, often in difficult driving conditions and/or situations.

Job Requirements:

Required Education
Bachelor's Degree

Defined Education
Acceptable Degrees (review Early Childhood Services, including substitutions & requirements: Click Here)

  • Adaptive Physical Education – Child Development

  • Child Life – Communication Disorders

  • Family Studies – Health

  • Human Development – Psychology

  • Social Work – Rehabilitative Counseling/Rehabilitation Services

  • Sociology – Special Education


  • Any Bachelor’s degree with a minimum of 18 hours of semester course credit relevant to early childhood intervention, including 3 hours of semester course credit in early childhood development or early childhood special education


  • Be registered as an EIS in the State of Texas prior to 09/01/2011

Required Experience

Defined Experience

Forty clock hours of continuing education in early childhood development or early childhood special education completed within five years prior to employment with ECI may substitute for the three hour semester course credit requirement in early childhood development or early childhood special education.

  • Child growth and development

  • Child psychology or child and adolescent psychology

  • Children with special needs

  • Typical language development

One (1) year ECI or related human services experience with children ages birth to 3 years

Required License(s)
Valid Texas Driver’s License with an acceptable driving record.
Must provide license (if applicable) and official documentation of all educational attainment i.e. Transcript/Degree/Certificate

Required Supervisory Experience
0 year(s)

Testing Requirements
Pre-employment tests including drug and TB Screening, Physical Exam including balance and lift test.

Lifting Requirements
25 Pounds

Benefit Information
As a full-time employee, you are eligible to participate in MHMR’s employee health benefits program. Health benefits eligibility date is the 1st of the month following completion of sixty (60) days of employment. Your eligibility for other benefits, including the 401(a) (including employer match) and tuition reimbursement will take place per company policy.

Additional Information

*MHMR of Tarrant County (“MHMR”) and its affiliates and subsidiaries have an internal recruiting department. MHMR may supplement that internal capability from time to time with assistance from temporary staffing agencies, placement services, and professional recruiters herein after referred to collectively as “Recruiters"). Recruiters are hereby specifically directed NOT to contact MHMR employees directly in an attempt to present candidates – MHMR recruiting team or other authorized MHMR personnel must present ALL candidates to hiring managers. For more information please visit our website

Company Description

Welcome to My Health My Resources (MHMR): We Change Lives

For more than 40 years, MHMR Tarrant has improved the lives of people with health care needs, such as substance use disorder, psychiatric disorders, and intellectual delays and disabilities. Using innovative approaches, MHMR partners with individuals and families, and collaborates with other community organizations to provide services and a hopeful future. Susan Garnett, CEO

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