Careers

Trying Together’s mission is to support high-quality care and education for young children.

Trying Together is a Pittsburgh-based nonprofit that supports the work of early childhood by providing advocacy, community resources, and professional growth opportunities for the needs and rights of children, their families, and the adults who interact with them. A fast-paced organization, Trying Together looks for dedicated and passionate staff who bring positivity to their work and a solution-oriented sensibility.

Current Openings

 


Early Childhood Liaison
Purpose

Shippensburg University is currently accepting applications for an Early Childhood Liaison. This position will support the OCDEL grant, which has an initial commitment of two years with project continuation after that based upon available funding.

Shippensburg University has received a large grant from the PA Office of Child Development and Early Learning (OCDEL) aimed at transforming the early care and education (“ECE”) workforce across the state. The objective of the grant is to create a network of institutions of higher education (“IHE”) and community-based partners to provide credit-bearing professional preparation and ongoing professional development for ECE professionals working to provide high-quality early learning services to children and families. Shippensburg University and its partners (including Trying Together) are now building a pathway that uses stackable, portable credentials to support educators working with young children combined with the supports educators need to advance their individual career and education progression.

The Early Childhood Liaison is critical to the goals of the OCDEL/PASSHE ECEPDO (Early Care and Education Professional Development Organization). Liaison roles are varied and based upon the needs of the students, the region, the program and academic curriculum. The Liaison acts as a connection between the regional hub in Pittsburgh and the individual providers and programs with travel being required between sites.

Responsibilities
  • Develop a firm understanding of the process goals and timeline of the PDO grant.
  • Liaisons will conduct site visits to establish and maintain relationships and connections with the early childhood field in each region. Liaisons will develop positive relationships with assigned area partners and instructors, reflecting an understanding and identification with the values, skills, and knowledge base of the profession.
  • Liaisons will help recruit early childhood students into the professional development programs
  • Be able to travel and attend project wide and regional meetings (state and regional meetings).
  • Attend Field Liaison staff meetings.
  • Meet individually with student either by telephone or face-to-face or Zoom at least once per semester. Feedback between Liaison and students is expected regularly.
  • Maintain on-going communication, as needed, with Instructors regarding student experience and any related progress in the program. Inform Statewide Field Director of any concerns related to student progress in the program that may impact and/or be related to the experience/program
  • Be available to program and student throughout the academic year, including making additional site visits, as warranted.
  • Document all field site visits through use of Field Site Visit form.
  • Become aware and communicate to the Director of Field Education the strengths, resources, and limitations of agencies and Field Instructors, to meet the individual educational needs of the students.
  • Notify the field director regarding contact information changes for students, field instructors or agencies.
  • Maintain current and updated clearances and mandated reporter training.
  • Shippensburg University employees value teamwork and collaboration, are dependable, take initiative, solve problems effectively, communicate clearly and support organizational change. University employees may work closely with individuals of diverse backgrounds and race, as well as those of differing religious affiliations, sexual orientation and gender. They must possess good interpersonal skills and be able to communicate effectively with all members of the campus community.
Additional Knowledge, Skills, and Experience
  • A Master’s Degree in Early Childhood Education or a related field is required, along with three years’ experience in early childhood experience in birth to five early care and education.
  • Understanding of adult learning methodologies and diverse learning styles of students and knowledge of current birth to five early childhood systems and structures within the Commonwealth of PA (OCDEL, NAEYC Standards, Keystone STARS, Pre-K Count) is also required.
  • Strong oral and written communication skills, including email and excellent organizational and time-management skills are required.
  • The ability to exercise independent professional judgment when appropriate and strong decision-making ability is also required.
Qualifications
  • A valid driver’s license is required along with the ability to travel in the regional hub to meet with stakeholders.
  • Successful performance in an on-campus interview is required.
Interested Applicants
  • For full consideration candidates should apply online at https://jobs.ship.edu with acceptance of materials continuing until the search has been closed.
  • Required materials for application include:
    • resume;
    • cover letter/letter of application;
    • unofficial transcripts 1; and
    • list of references.
  • Materials submitted in other formats including paper applications will not be considered. All applications and inquiries will remain confidential.
  • A supplemental question asked includes: “Are you currently covered by the SCUPA collective bargaining agreement? yes/no”

Shippensburg University of Pennsylvania is an equal opportunity employer and, in compliance with federal and state laws and university policy, is committed to providing equal educational and employment opportunities for all persons without regard to age, color, national origin, race, religion, disability, veteran status, sex, sexual orientation, or gender identity. Individuals from traditionally underrepresented populations are encouraged to apply.

 


Leadership Development Strategist
Purpose

The essential ingredient in this position is relationship-based work. The Leadership Development Strategist supports program administrators, classroom teachers, assistant teachers, and home-based child care providers to develop new skills and continuously improve their leadership practices to achieve higher program quality. The Leadership Development Strategist engages program administration and staff in a collaborative process that involves reflective communication, professional growth, and goal setting. The Leadership Development Strategist will support program
administrators and staff to develop the skills they need to create an organizational culture that supports collaboration, strategic thinking, reflective practice and is solution-oriented.

Responsibilities
  • Recognize and build on the existing knowledge and skills of program staff through reflective practice, goal setting, and planning.
  • Collaborate with the program leadership team for the purpose of establishing a cohesive approach to continuous quality improvement.
  • Identify strategies to support program leaders to establish a shared vision about early childhood organizational leadership as a tool to increase the quality of their early childhood program.
  • Facilitate small group activities on organizational leadership for program leaders, assistant teachers, co-teachers, and head teachers to help strengthen leadership practices and assure quality programming.
  • Review STARS Performance Standards indicators under Leadership and Management with the program leadership team and staff to help identify areas of strength and develop goals for improvement.
  • Provide constructive feedback and support for the purpose of increasing program administration and teacher confidence and competence.
  • Work with the Early Learning program leadership team to provide relevant professional development opportunities for program leaders and classroom teaching teams.
  • Develop and support implementation of an individualized plan that identifies strengths, needs, and goals for each program staff.
  • Support program leadership to create a business model that includes shared services and support and provide resources to existing shared service alliances.
  • Follow the procedure for reporting suspected child abuse.
  • Complete monthly monitoring reports or logs for assigned visits and submit them according to timelines for the purpose of tracking and monitoring.
  • Participate in initial and on-going professional development for the purpose of providing effective leadership development strategies as well as provide expertise on theory and practices that support leadership practices.
  • Promote and support the vision, mission, and goals of Trying Together. To learn more, visit www.tryingtogether.org.
Additional Knowledge, Skills, and Experience
  • Working knowledge and understanding of the McCormick Center for Early Childhood Leadership three domains of Leadership; leadership essentials, administrative leadership, and pedagogical leadership.
  • Knowledge of local, state and national systems for early care and education.
  • Willing and able to engage in honest self-reflection about progress and her/his
    contribution to the process.
  • Ability to work with a diversity of individuals within the same program.
  • Ability to foster a program’s capacity building and assume a strengths-based
    approach.
  • Ability to establish credibility as a resource worthy of the program’s respect and trust.
  • Ability to facilitate a program’s own problem-solving process.
  • Ability to maintain a project timeline and monitor progress toward goals.
  • Must be able to work independently and as a team member.
  • Must be able to interact with others in a positive and professional manner.
  • Acceptance of diversity and ability to work comfortably in a variety of settings.
  • Ability to maintain confidentiality.
  • Good judgment and decision-making abilities.
  • Must demonstrate enthusiasm and flexibility.
  • Must clear full background check.
Qualifications
  • Master’s Degree in Early Childhood Education, Professional/Organizational Leadership or related field required.
  • Three years minimum experience at an administrative level in an early care and education setting.
  • Experience working with adult learners and knowledge of adult learning principles.
  • Excellent written and verbal communication skills.
  • Intermediate to advanced computer skills, Internet and email.
  • Must have a valid PA Driver’s License and proof of insurance.
  • Completion of mandated reporter training.
Required Clearances
  • Clean Act 33 Child Abuse Clearance.
  • Clean Act 34 PA State Police Clearance.
  • Clean Act 73 Federal Criminal History Clearance.
  • Valid Driver’s License and proof of insurance.
  • National Sex Offender Registry (NSOR) verification
Physical Requirements
  • Ability to lift 10-20 pounds.
Benefits
  • Competitive compensation and benefits package.
  • Appreciative inquiry and strengths-based review process.
Interested Applicants

Submit cover letter and resume with a minimum of three work-related references to jobs@tryingtogether.org. Phone calls will not be accepted. Posting will remain open until filled.

 


 

Everyday Interactions Design Strategist
Purpose

Relationships from a strengths-based approach are fundamental to this position. The Everyday Interactions Design Strategist supports program administrators, classroom teachers, assistant teachers, and home-based child care providers to develop new skills and continuously improve their daily interactions to achieve higher program quality. The Everyday Interactions Design Strategist engages program administration and staff that work with children in a collaborative process that involves reflective communication, professional growth, and goal setting to affirm the importance of human interactions in children’s lives. The Everyday Interactions Design Strategist’s approach begins by building on what professionals already do well and is based on the understanding that the “active ingredient” in a child’s growth is the developmental relationship between the child and the adults that care for them.

Responsibilities
  • Recognize and build on the existing knowledge and skills of program staff through reflective practice, goal setting, and planning.
  • Based on the work of Fred Rogers and the Fred Rogers Center, facilitate learning communities for program leaders, assistant teachers, co-teachers, and head teachers to help strengthen daily interactions with children and assure quality programming based on developmentally appropriate practice.
  • Using a strengths-based and practice-based approach, ensure that the leadership team and staff sustain their learning.
  • Provide feedback loops and support for the purpose of increasing program administration and teacher confidence and competence.
  • Work with the early learning program’s leadership team to provide professional development for program leaders and classroom teaching teams.
  • Develop and support implementation of an individualized plan that identifies strengths, needs, and goals for each program staff.
  • Supports program leadership team and staff to develop programming that is both equitable and inclusive.
  • Provide support and coordinate resources for program administration and staff on providing a better learning environment for a child exhibiting behaviors that put them at risk for suspension or expulsion.
  • Follow the procedure for reporting suspected child abuse.
  • Complete monthly monitoring reports or coaching logs for assigned visits and submit them according to timelines for the purpose of tracking and monitoring.
  • Participate in initial and on-going professional development for the purpose of providing effective coach strategies as well as provide expertise on theory and practices that support leadership practices.
  • Promote and support the vision, mission, and goals of Trying Together. To learn more, visit www.tryingtogether.org.
Additional Knowledge, Skills, and Experience
  • Working knowledge of the Everyday Interactions Matter approach and philosophy.
  • Knowledge of local, state and national systems for early care and education.
  • Willing and able to engage in honest self-reflection about progress and her/his contribution to the process.
  • Ability to work with a diversity of individuals within the same program.
  • Ability to foster a program’s capacity building and assume a strengths-based approach.
  • Ability to establish credibility as a resource worthy of the program’s respect and trust.
  • Ability to facilitate a program’s own problem-solving process.
  • Ability to maintain a project timeline and monitor progress toward goals.
  • Must be able to work independently and as a team member.
  • Must be able to interact with others in a positive and professional manner.
  • Acceptance of diversity and ability to work comfortably in a variety of settings.
  • Ability to maintain confidentiality.
  • Good judgment and decision-making abilities.
  • Must demonstrate enthusiasm and flexibility.
  • Must clear full background check.
Qualifications
  • Master’s Degree in Early Childhood Education, Organizational Leadership or related field required.
  • Two years early childhood classroom experience and two years at an administrative level in an early care and education setting.
  • Experience working with adult learners and knowledge of adult learning principles.
  • Pennsylvania certified (PQAS) instructor.
  • Excellent written and verbal communication skills.
  • Intermediate to advanced computer skills, internet, and email.
  • Must have a valid PA Driver’s License and proof of insurance.
  • Completion of mandated reporter training.
Required Clearances
  • Clean Act 33 Child Abuse Clearance.
  • Clean Act 34 PA State Police Clearance.
  • Clean Act 73 Federal Criminal History Clearance.
  • Valid Driver’s License and proof of insurance.
  • National Sex Offender Registry (NSOR) verification
Physical Requirements
  • Ability to lift 10-20 pounds.
Benefits
  • Competitive compensation and benefits package.
  • Appreciative inquiry and strengths-based review process.
Interested Applicants

Submit cover letter and resume with a minimum of three work-related references to jobs@tryingtogether.org. Phone calls will not be accepted. Posting will remain open until filled.

 


 

ELRC Quality Coach
Purpose

Coaching is inherently relationship-based work. The Allegheny County Early Learning Resource Center Quality Coach supports program administrators, classroom teachers, and assistant teachers and home-based child care providers to develop new skills and continuously improve their early childhood teaching practices to achieve higher program quality. The ELRC Quality Coach engages program administration and staff that work with children in a collaborative process that involves observation, reflective communication, professional growth, role-modeling, and goal setting.

Responsibilities
  • Recognize and build on the existing knowledge and skills of program staff through observation, reflective practice, goal setting, and planning.
  • Collaborate with classroom staff and program administration for the purpose of creating a cohesive approach to continuous quality improvement with the program team.
  • Provide one to one and small group coaching to assistant teachers, co-teachers and head teachers to help strengthen child development practices and assure quality programming.
  • Review STARS scores with program leadership team and staff to help identify areas of strength and develop goals for improvement.
  • Provide constructive feedback and support for the purpose of increasing program administration and teacher confidence and competence.
  • Work with the ELRC Coach Coordinator to provide coaching and professional development for classroom teaching teams.
  • Develop and support implementation of an individualized plan that identifies strengths, needs, and goals for each program staff.
  • Follow procedure for reporting suspected child abuse.
  • Completes monthly monitoring reports or coaching logs for assigned visits and submits them according to timelines for the purpose of tracking and monitoring.
  • Participates in initial and on-going professional development for the purpose of providing effective coach strategies as well as provide expertise on theory and practices that support child development.
  • Promotes and supports the vision, mission, and goals of Trying Together. To learn more, visit www.tryingtogether.org.
Additional Knowledge, Skills, and Experience
  • Knowledge of local, state and national systems for early care and education.
  • Willing and able to engage in honest self-reflection about coaching progress and her/his contribution to the process.
  • Ability to work with a diversity of individuals within the same program.
  • Able to foster a program’s capacity building and assume a strengths-based approach.
  • Ability to establish credibility as a resource worthy of the program’s respect and trust.
  • Ability to facilitate a program’s own problem-solving process.
  • Ability to maintain a project timeline and monitor progress toward goals.
  • Must be able to work independently and as a team member.
  • Must be able to interact with others in a positive and professional manner.
  • Acceptance of diversity and ability to work comfortably in a variety of settings.
  • Ability to maintain confidentiality.
  • Good judgment and decision-making abilities.
  • Must demonstrate enthusiasm and flexibility.
  • Must clear full background check and must pass health screening.
Qualifications
  • Clean Act 33 Child Abuse Clearance.
  • Clean Act 34 PA State Police Clearance.
  • Clean Act 73 Federal Criminal History Clearance.
  • Valid Driver’s License and proof of insurance.
  • National Sex Offender Registry (NSOR) verification.
Required Clearances
  • Bachelor’s Degree in Early Childhood Education or related field required. Master’s degree preferred.
  • Two years early childhood classroom experience and two years at an administrative level in an early care and education setting.
  • Must have a PA state-required mentor/coach endorsement.
  • Experience working with adult learners.
  • Excellent written and verbal communication skills.
  • Intermediate to advanced computer skills, Internet and email.
  • Must have a valid PA Driver’s License and proof of insurance.
Physical Requirements
  • Ability to lift 10-20 pounds.
Benefits
  • Competitive compensation and benefits package.
  • Appreciative inquiry and strengths-based review process.
Interested Applicants

Submit cover letter and resume with a minimum of three work-related references to jobs@tryingtogether.org. Phone calls will not be accepted. Posting will remain open until filled.

 


Family Support Communications Intern
Purpose

The Family Support Communications Intern is responsible for drafting content and assisting with its distribution to key audiences in support of communications specifically for Homewood-Brushton Family Support Center, a community resource of Trying Together. This content includes but is not limited to: e-communications; print collateral; social media; and web pages. This person will report to the Director of Communications and work collaboratively along with the Communications team to meet branding, communications, and marketing needs aligned with the organization’s goals and strategy. He or she will also work with the Director of Homewood-Brushton Family Support Center and staff to engage existing and new families in its services.

Responsibilities
  • Coordinate and collect information about events, news, and programs at the Center.
  • Write, edit, and schedule e-communications, specifically the Homewood-Brushton Family Support Center monthly e-newsletter.
  • Develop and coordinate cultivation of new e-communications subscribers.
  • Work with Communications Manager to write and edit content about Center events, news, and programs for social media platforms including Facebook and Twitter and with the Digital Media Manager to schedule it.
  • Work with Communications Manager to write and edit event, news, and page content for web pages and with the Digital Media Manager to distribute it.
  • Work with Director of Communications to coordinate Marketing Requests from Center staff, such as the development of print collateral with Trying Together’s design firm.
  • Attend key activities and programs at the Center to interview attendees, take pictures and video, and share information and resources.
  • Attend community meetings and events to promote Center programs and services and coordinate cultivation of new e-communications subscribers.
  • Rotate placement between the Trying Together home office in Squirrel Hill and the Homewood-Brushton Family Support Center.
  • Related duties as assigned.
Qualifications
  • Associates Degree or Juniors and Seniors currently majoring in: Communications; English; Journalism; Marketing; Political Science; or Public Relations.
  • Current knowledge and working experience with digital platforms including but not limited to: Adobe Creative Suite, Google Suite, MailChimp Pro, Microsoft Office Suite, social media, and WordPress.
  • Strong oral and written communication skills.
  • Experience working with diverse populations.
  • Exceptional organizational skills and the ability to prioritize and execute tasks in an efficient manner.
  • Knowledge, interest, or experience in advocacy, community engagement, nonprofits, and/or the early care and education field is helpful.
  • Ability to work nights and weekends as needed.
Required Clearances
  • Clean Act 33 Child Abuse Clearance
  • Clean Act 34 Criminal Clearance
  • Clean Act 73 FBI Clearance
Required Training
  • Mandated Reporter Training (must be completed in the first month of placement)
Interested Applicants

Non-credit internships are unpaid and will be a maximum of 20 hours per week. For-credit internships are unpaid and will be a minimum of 20 hours per week. Applicants must express desired format and provide all necessary paperwork and documentation from college or university before beginning internship.

Submit a cover letter, resume, and three work-related references to jobs@tryingtogether.org to apply for the Family Support Communications Intern position. Phone calls will not be accepted. Posting will remain open until filled.