Vice President of Early Learning in Washington, District of Columbia at EducareDC

The Vice President of Early Learning is responsible for oversight and leadership of all Educare DC Early Learning programs, ensuring the implementation of evidence-based early childhood education for at-risk children ages birth to five, with Head Start Program Performance Standards, state and local regulatory guidelines, and the Educare model. The Vice President of Early Learning serves as the organizational lead for high quality programing and continuous improvement. Duties are centered on ensuring reflective teaching practices, improving the capacity of education practitioners to achieve outcomes, and leading data utilization strategies. This position will implement cross-functional collaboration methods to drive improved outcomes for children, families, and the workforce. The Vice President of Early Learning is also responsible for developing annual programmatic goals and related annual budgets and ensure the focus of the team is aligned to established goals and budgets. Additionally, the Vice President of Early Learning is responsible for supporting organizational strategy, planning, implementation of initiatives across all Early Learning. Coordination with other departments, including finance, administration, development, public affairs, and professional development, is essential in achieving early learning outcomes and utilizing resources in an effective and efficient manner. This is an externally visible position that is responsible for developing and maintaining relationships with DC government agencies, partners, community stakeholders, and select funders, and will represent Educare DC in community and civic forums as appropriate to communicate, advocate and generate visibility and support for Educare’s mission, vision and goals.
The Vice President of Early Learning directly supervises a team of staff, including directors and managers.
RESPONSIBILITIES
Program Planning and Management
• Ensure program compliance with Federal Head Start Program Performance Standards, OSSE/DC licensing and regulatory requirements, and NAEYC accreditation standards.
• Ensure full implementation of the Educare model’s programmatic core features
• Ensure full implementation of effective early childhood education programs and services, including developmentally appropriate, evidence-based education practices and curricula, family support and engagement services, and coordination of health, nutrition, special needs and other consultation services
• Ensure strong coordination between education, family engagement, comprehensive services departments for effective and seamless planning, evaluation and delivery of services
• Serve as lead contact for local evaluation partner (LEP), determining evaluation priorities and supporting implementation of Research Program Partnership. Model and support program departments in their use of program and child assessment data for program planning and CQI, coaching, and mentoring.
• Ensure participation in and compliance with the requirements of CACFP
• Supervise, coach and facilitate site and program directors to ensure strong communication, effective use of meetings, reports and software tools
• Ensure accurate completion and submission of all reports as required by management, regulators and funders
• Represent Educare DC with visitors, stakeholders, and at community events
• Take an active role in supporting local and federal policy change that promotes early childhood education
• Participate in collaborative work of the Educare Network

Program Evaluation and Continuous Improvement
• Lead the implementation of a comprehensive Continuous Quality Improvement (CQI) framework across all early learning programs aligned with the Educare model, Head Start Program Performance Standards, and organizational strategic priorities.
• Establish and facilitate structured CQI routines across sites and departments, including regular data review cycles, reflective supervision structures, cross-functional improvement meetings, and action planning processes.
• Develop and sustain a culture of data-informed decision-making in which leaders, teachers, family engagement staff, and support teams regularly utilize data to inform practice, improve outcomes, and strengthen service delivery.
• Facilitate the implementation of Plan-Do-Study-Act (PDSA) cycles and other rapid-cycle improvement strategies to support innovation, responsiveness, and continuous learning across programs.
• Partner with School Directors and department leaders to analyze trends, identify root causes, monitor implementation fidelity, and develop targeted improvement plans.
• Lead organization-wide efforts to align program goals, measurement systems, professional development, and coaching supports to improve outcomes for children, families, and staff.
• Collaborate with the Local Evaluation Partner (LEP) and Educare Network to ensure research, evaluation, and CQI functions are clearly defined, aligned, and effectively integrated into program planning and improvement efforts.
• Ensure continuous improvement efforts are grounded in equity, strengths-based practice, and culturally responsive approaches that support positive outcomes for historically underserved children and families.
• Present programmatic performance trends, CQI findings, and strategic recommendations to executive leadership, Board committees, funders, and external stakeholders.

Grant Management and Compliance
• Prepare and lead federal and state grant initiatives including Early Head Start, Head Start, OSSE, Access, Child Care Partnerships, and other multi-year efforts.
• Ensure performance measures, grant work plans, project budgets, and reporting requirements are met across all funded Early Learning programs.
• Collaborate with Development and Finance departments to prepare budget and narratives and reporting.

Staff Supervision
• Ensure staff members across departments meet the necessary qualifications. Support site leaders in staff development and coaching plans. Ensure consistency in supervision and execution of policies.
• Ensure reflective practice is conducted across the organization
• Promote teamwork and the Educare DC system for an interdisciplinary approach to work with children and families among staff and consultants
• Supervise direct reports using reflective practice, individual development plans and other practices to ensure strong staff support, consistency, positive culture and accountability.

Fiscal Management and Control
• Support completion of Educare DC’s annual budget in collaboration with the Sr. Director of Finance, direct reports and executive team
• Monitor revenue and expenses to ensure the financial viability and sustainability of Educare
• Approve all purchase requisitions for early learning supplies, service contracts and equipment
EXPERIENCE AND ABILITIES
• 7-10 years direct experience in administration and supervision in a public or charter school and/or early childhood program, including teaching in a center-based early childhood program or elementary school
• Prior program development, management, and evaluation experience required
• Successful experience with infants and toddlers
• Sound knowledge of developmentally appropriate practice for early childhood education
• Knowledge of Head Start Program Performance Standards and Early Head Start and Head Start Early Learning
• Knowledge of city and state licensing requirements
• Knowledge of state and/or local early learning standards
• Demonstrated ability to stay abreast of developments in best practice and research relating to early education, as well as family engagement
• Proven ability to lead an interdisciplinary team of professionals
• Ability to utilize and provide reflective supervision
• displays high level of written and verbal communication which demonstrates and fosters cooperation, respect, concern and openness to change
• Familiarity with community culture and knowledge of community resources and services
• Ability to work with diverse staff and varied community cultures, including children and families living in poverty
• Knowledge of basic principles and practices of program management and staff supervision
• Advanced knowledge of computer software, including but not limited to Microsoft Outlook, Word, and Excel

EDUCATION REQUIREMENTS
• Master’s Degree in Early Childhood Education, School Administration, Child Development, or related field required

ADDITIONAL JOB REQUIREMENTS
• Clearance of background checks as required by local, state and federal regulations.
• Physical examination, COVID vaccination, and diagnostic tests as required by local, state and federal regulations.
• Annual physical exam, drug screen and TB test are required as a condition of continual employment.

ESSENTIAL JOB FUNCTIONS
• Advanced command of the English language and grammar, both verbal and written.
• Visual and auditory acuity within professionally determined normal ranges, with correction if needed.
• 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 40 pounds.
• Must be able to travel.
• Must be able to enter and exit a vehicle without assistance and withstand exposure to adverse weather conditions.
• Experience working successfully with a culturally diverse staff and clients.
• Regular attendance is a necessary and essential function.
• This position may work 40 or more hours per week.