Position Title: Quality Improvement Consultant
Location: Michigan-based field position with frequent statewide travel required
Schedule: Monday - Friday

Salary Range: $48,996 - $62,150
Class: Non-Exempt

Position Summary:

The Quality Improvement Consultant supports the implementation, assessment, validation, and continuous quality improvement processes within Great Start to Quality to ensure fidelity to the model and promote high-quality early care and education programs across Michigan.

This integrated role combines program quality assessment, review of a program’s Self-Reflection responses and corresponding evidence to verify the program’s high-quality practices, technical assistance, provider support, and continuous quality improvement responsibilities for family and group homes, center-based programs, and out-of-school time settings serving children birth through age 12. The Quality Improvement Consultant works with early educators, child care business owners and non-profits, coaches, and internal teams to support quality practices, strengthen program outcomes, and promote continuous improvement aligned with Great Start to Quality and NAEYC standards.

Key responsibilities:

• Conduct program quality assessments, and review of a program’s Self-Reflection responses and evidence for child care and early learning programs in alignment with Great Start to Quality standards and protocols.
• Provide, as needed, all forms of technical assistance as defined by NAEYC (NAEYC Glossary Link) and continuous quality improvement guidance to technical to early educators, child care business owners and non-profits, and ECIC’s partner organizations.
• Support, as directed, the installation and implementation of practice-based coaching.
• Collaborate with internal teams, Great Start to Quality Resource Centers, all types of licensed child care programs, and ECIC’s partner organizations to support use of high quality teaching practices, compliance, engagement, and continuous improvement efforts.

Duties and Responsibilities:

This list is intended to represent job-related duties and should not be viewed as exhaustive.

Assessment & Validation

• Observe program environments, teaching practices, interactions, children, and staff in accordance with Great Start to Quality protocols and procedures.
• Review and validate program Self-Reflections and supporting documentation following established validation processes and timelines.
• Schedule and conduct validation calls with programs as required.
• Review documentation and written evidence to ensure compliance with Great Start to Quality standards, policies, procedures, and appeals processes.
• Maintain annual inter-rater reliability and required certifications for assessment and observation tools utilized by Great Start to Quality.

Quality Improvement & Technical Assistance

• Support the development and implementation of Quality Improvement Plans and continuous quality improvement strategies aligned with Great Start to Quality standards.
• Inform continuous quality improvement efforts related to the installation and implementation of practice-based coaching at ECIC and as provided through Great Start to Quality Resource Centers.
• Consult and collaborate with ECIC’s Mentor Coaches, Great Start to Quality Resource Center-based Quality Improvement Coaches, Great Start to Quality Resource Center staff, early educators, and licensed child care programs regarding assessment findings, validation outcomes, and quality improvement efforts.
• Contribute to the development and delivery of technical assistance, guidance, and consultation services to providers and programs in alignment with Great Start to Quality and NAEYC standards.
• Identify trends, concerns, recommendations, and opportunities for continuous improvement.

Documentation & Systems

• Input observation data, validation findings, evidence, and required documentation into Great Start to Quality technology systems and software platforms in accordance with established protocols and procedures.
• Prepare detailed written reports, findings, summaries, and recommendations related to assessments and validations.
• Maintain accurate, timely, and comprehensive documentation, reports, evidence, and system records in accordance with organizational protocols, procedures, and timelines.
• Maintain proficiency in utilizing Great Start to Quality related technology systems, software platforms or applications.
• Notify Quality Improvement Manager of system issues, trends, concerns, or opportunities for improvement identified through assessments, validations, or provider interactions.

Collaboration

• Collaborate with internal and external partners to support the completion of program quality assessments, engagement of early learning and care programs, and continuous quality improvement efforts.
• Monitor and respond to customer inquiries through designated communication channels to ensure timely and professional customer service.
• Participate in internal workgroups, meetings, and professional learning opportunities to support successful implementation of Great Start to Quality.
• Travel throughout Michigan, including periodic overnight travel, to carry out responsibilities of this role.

Requirements, Knowledge, Skills, and Abilities:

• Associate degree in early care and education with at least three (3) years of related experience required; bachelor’s degree in Early Childhood Education or related field preferred.
• Knowledge of quality recognition, rating, and improvement systems for child care and early learning settings.
• Knowledge of assessment, screening, and observation tools, and curriculums utilized within licensed early care and education programs and out-of-school time environments.
• Knowledge of Michigan’s Early Childhood and Out-of-School Time Standards of Quality.
• Knowledge of MiRegistry and professional development registry systems supporting the early care and education workforce.
• Knowledge of Great Start to Quality technology systems and software platforms, quality indicators, the processes used by programs to complete Self-Reflection, and continuous quality improvement practices.
• Strong verbal, written, presentation, interpersonal, and customer service skills with the ability to build collaborative relationships across diverse stakeholders.
• Ability to maintain strong attention to detail while managing multiple priorities, projects, timelines, and documentation requirements.
• Ability to analyze data, identify trends and opportunities, and proactively solve problems.
• Ability to partner effectively with racially, linguistically and ethnically diverse colleagues, early educators, providers, and community members.
• Ability to utilize technology systems and software platforms associated with Great Start to Quality at a highly proficient level. 
• Proficient in Microsoft Office, Adobe, and web-based applications.
• Possession of a valid driver’s license and reliable transportation, or the ability to travel throughout Michigan as required.

Physical Requirements:

• Talking - Expressing or exchanging ideas by means of the spoken word to impart oral information to others accurately. (4-5 hours daily)
• Hearing - Perceiving the nature of sounds at normal speaking levels with or without correction. Ability to receive detailed information through oral communication, and to make the discriminations in sound. (4-5 hours daily)
• Walking - Moving about on foot to accomplish tasks, particularly for long distances or moving from one work site to another. (1-2 hours daily)
• Standing – In one position, particularly for sustained periods of time. (1-2 hours daily)
• Visual Acuity – Viewing objects with close visual acuity to perform an activity such as: preparing and analyzing data and figures; transcribing; viewing a computer terminal; and/or extensive reading. (5-6 hours daily)
• Office Setting - Sedentary work in which exerting up to 10 pounds of force is occasional and a negligible amount of force is frequently or constantly used to lift, carry, push, pull or otherwise move objects, including the human body. Sedentary work involves sitting most of the time.

Work Location

This position operates within a virtual-first work environment based in Michigan; however, the role requires regular statewide travel to conduct on-site assessments, validations, observations, trainings, meetings, and child care provider support activities. Travel throughout Michigan, including periodic overnight travel, to carry out responsibilities of this role.