Summary
Overview
Work History
Education
Skills
Additional Information
Languages
Accomplishments
Certification
Timeline
Generic

Ephrem Mamo

Gresham,OR

Summary

Support an organization committed to promoting diversity, inclusivity, and equity throughout all aspects of early childhood program implementation, including coaching, mentoring, leadership, professional development, personnel practices, and additional services.

Overview

16
16
years of professional experience
1
1
Certification

Work History

Culturally Specific Coach Manager PFA, PSP

MHCC CCR&R
Gresham, OR
01.2023 - Current
  • Put diversity and equity goals at the center of all aspects of the program's organization and daily life
  • Empower staff members to engage in anti-bias work.
  • Foster a collaborative community where everyone explores and grapples with anti-bias issues together. Encourage ongoing reflection and growth.
  • Supporting educators and promoting inclusive practices in early childhood education (ECE)
  • Empower educators to reflect on their practices and develop strategies for promoting equity in their coaching
  • Examining coaching practices, materials, and interactions through the perspective of equity
  • Bring an equity lens to all aspects of early childhood education
  • Address the inequitable impact of disciplinary and exclusionary practices on children of color
  • Practice ongoing reflection, learning, and intentional actions.
  • Distribute resources (such as materials, training opportunities, and professional development) equitably among staff members. Ensure that everyone has access to the tools needed for their growth and success.
  • Provide the necessary time, space, resources, and facilitation for teachers and staff to be part of the process of change.
  • Conduct one-on-one coaching sessions, group coaching, to help coaches recognize their biases, prejudices, and misconceptions. Foster personal growth and empathy through self-awareness.
  • Provide coaching to individuals and teams, equipping them with strategies to constructively address tensions and ensure that DEI initiatives remain on track.
  • Involve staff members in decision-making processes. Seek input from coaches.
  • Responsible for delivering quarterly reports for the coaching program.
  • Oversee coaching site visits, data entry, coaching assignments, and mandatory data entry.
  • Monitor a portion of departmental spending for fiscal recording and auditing purposes.
  • Onboard coaches through comprehensive training and orientation sessions.
  • Onboard providers for the new pilot program.
  • Provide training and ongoing support to all coaches.
  • Collaborate with coaches to establish goals that enhance their coaching journey.
  • Monitor and supervise coaches' daily responsibilities and ensure compliance with position requirements.
  • Collaborate effectively with human resources to manage the coaching program.
  • Develop various Excel spreadsheets and documentation to track coaches' work, expenditures, and responsibilities.
  • Collaborate with leadership to fulfill contract deliverables and complete the department's section.
  • Provide comprehensive training and development opportunities to enhance coaching performance and program effectiveness.
  • Ensure adherence to contractual obligations with partners and facilitate the provision of necessary support.
  • Collaborate closely with the co-manager to provide operational support and ensure the smooth functioning of the coaching program.
  • Utilize data analytics and reporting systems to monitor coach performance and provide data-driven guidance.
  • Develop and implement policies and procedures to optimize program delivery and support.
  • Continuous monitoring of responsibilities to ensure contractual obligations are met, providers are supported, and children have an optimal environment.
  • Ensuring coaching is conducted and managed through the principles of equity, inclusion, anti-bias education, and best practices.
  • Mentoring coaches on effective coaching techniques with providers and teachers.
  • Providing coaching support to providers in the absence of a dedicated coach.
  • Develops, recommends, and implements the coaching program component of the Preschool for All plan.
  • Building existing community framework that centers the needs of Black, Brown, and Indigenous families and families of color. Establishes program policies and procedures, including developing and maintaining forms and other documents as needed.
  • Recruits coaching and program staff who reflect the racial, ethnic, and language diversity of the Multnomah County provides and families while creating a cohesive and collaborative team that focuses on eliminating oppression and privilege in the workplace.
  • Recruits, trains, supervises, schedules, motivates, and evaluates coaching staff.
  • Develops and maintains structures and procedures for reporting to ensure proper documentation is maintains for funders and grant requirements.
  • Creates and maintains a Continuous Quality Improvement process for coaching program which includes provider and stakeholder voice and feedback
  • Develops and sustains onboarding and professional development plans for new coaches. Creates individualize professional development plans.
  • Sets performance goals and evaluates performance of coaches utilizing reflective supervision, observation of coaching services, and analysis of evaluation data.
  • Facilitates a community of practice for CCRR coaches which includes team building, peer mentorship and ongoing professional development opportunities on anti-bias practices, trauma-informed practices, early learning environments, interactions with children, behavior management practices, family engagement, implicit bias, and systemic racism
  • Attends community meetings representing CCRR-MC, plans community presentations, and partners with other community-based organizations and early learning programs to stay attuned and responsive to community needs
  • Coordinates with funders to remain current on grant vision, goals, changes, and requirements to complete and submit reports and deliverables

Education Site Manager: EHS, HS, BP, PSP

MHCC Head Start CDFS
Gresham, OR
04.2021 - 01.2023
  • Place diversity and equity objectives at the forefront of the site's operations, teaching methodologies, classroom activities, family involvement, and collaboration efforts.
  • Empower teachers, family workers, and substitutes to participate in anti-bias initiatives.
  • Create a collaborative environment where all members explore and address anti-bias issues collectively, fostering continuous reflection and growth.
  • Facilitate group meetings and coaching sessions.
  • Ensured compliance with safety protocols, regulations and standards.
  • Organized team activities to build camaraderie and foster pleasant workplace culture.
  • Planned and delivered training sessions to improve employee effectiveness and address areas of weakness.
  • Mediated conflicts between employees and facilitated effective resolutions to disputes.
  • Support educators by promoting inclusive practices in early childhood education (ECE).
  • Enable educators to examine their methods and devise strategies that promote equity in their Teaching.
  • Examining teaching practices, materials, and interactions through the perspective of equity.
  • Bring an equity lens to all aspects of early childhood education.
  • Address the inequitable impact of disciplinary and exclusionary practices on children of color.
  • Practice ongoing reflection, learning, and intentional actions.
  • Distribute resources (such as materials, training opportunities, and professional development) equitably among staff members. Ensure that everyone has access to the tools needed for their growth and success.
  • Involve staff members in decision-making processes. Seek input from teachers, assistants, and support staff when making programmatic choices.
  • Provide the necessary time, space, resources, and facilitation for teachers and staff to be part of the process of change.
  • Conduct one-on-one coaching sessions, group coaching, to help teacher and family workers recognize their biases, prejudices, and misconceptions.
  • Foster personal growth and empathy through self-awareness.
  • Manage various program sites such as Baby Promise, Preschool Promise, and Head Start.
  • Comprehend the distinctions between the programs and oversee staff with diverse funding sources.
  • Adhere to the expectations, requirements, and guidelines specific to each program.
  • Supervise staff funded by different sources, ensuring they are compensated in accordance with the respective funding and program guidelines.
  • Oversee 23 teachers, 4 family workers, and numerous substitute teachers.
  • Serve as a Class Observer for various sites.
  • Manage 5 distinct locations and their respective license numbers.
  • Ensure all five locations are prepared for licensing inspections.
  • Guarantee each location's readiness for health inspections.
  • Monitor 12 classrooms, ensuring they have all necessary materials.
  • Verify that all lead teachers are completing lesson plans, observations, monthly reports, and other required tasks.
  • Lead monthly meetings to ensure all sites meet program and contractual requirements.
  • Monitor lead teachers and family workers to ensure effective job performance.
  • Oversee the budget for all 5 sites.
  • Monitor spending using Excel sheets and allocate funding effectively.
  • Adhere to Head Start Performance Standards.
  • Adapt to changing circumstances and assume various roles to ensure smooth program operations and serve families efficiently.
  • Managing educational program budgeting and preparing monthly reports.
  • Providing ongoing coaching/supervision of assigned education staff in the areas of curriculum, assessment, individualizing, learning environments and other areas of Early Childhood Development.
  • Serving as a resource to staff and parents on child development services, Head Start Performance Standards, and program policies and procedures.
  • Coordinating the efficient operations of assigned site, ensuring compliance with applicable regulations and standards.
  • Managing assigned classroom sites for the Head Start and Early Head Start programs.
  • Provided training for personal and professional development, encouragement and motivation of employees to enhance individual skills, promote professional growth and maximize staff performance. Fosters a team environment that encourages and supports teamwork, and models and maintains high standards and performance expectations.
  • Provided strategic support and input to the design and improvement of the department and related programs and services; Assists with the preparation of short- and long-term plans in support of College and CDFS mission, vision and goals.
  • Supervised employee including recruitment, selection, orientation, scheduling, evaluation, coaching, rewards/recognition, discipline, and in holding staff accountable.
  • Maintained strong customer service relationships with program families, College employees, community members, and other district-wide constituencies. Ensured department employees provide excellent customer service by treating children and families with courtesy and respect, showing concern for their needs, and investigating and resolving requests and concerns. Ensured a welcoming, supportive, and respectful work environment.
  • Established and maintained a collaborative working relationships with business and industry partners, agencies, community organizations and education institutions.
  • Monitored compliance with applicable federal, state, and local regulations, accrediting commissions, licensing requirements, and with CDFS and administrative regulations and Board policies as appropriate. Reported suspected child abuse in accordance with Oregon Statute and Head Start procedures. Apply the College's interpretation of the Family Education Rights and Privacy Act (FERPA). Promoted innovation and improved services for students, employees and the community. Utilizes existing department technology to maximize efficiency and advocated for the continuing expansion of technology within fiscal constraints.
  • Attended training sessions and participate in professional training opportunities.
  • Dedicated to and promote diversity in staffing, curriculum, programs and services.
  • Maintained confidential information.
  • Performed all other duties as assigned.
  • Ensure and promote health and safety in the workplace.
  • Attend continuing education workshops to enhance skills and apply new methodologies.
  • Planned and coordinated educational events and activities such as site meetings and staff trainings.
  • Conducted orientation sessions and organized on-the-job training for new hires.
  • Communicated all learning and performance objectives, schedules and training assessments to upper management.
  • Led daily, weekly and monthly coaching, counseling and feedback sessions.
  • Evaluated success of training programs and recommended improvements to upper management to enhance effectiveness.
  • Managed new employee orientation training process for more than 34 employees this year.
  • Coordinated ongoing technical training and personal development classes for staff members.
  • Implemented new learning strategies depending upon employees' skill levels.
  • Interviewed, hired and trained new workers.
  • Maintained records and logs of work performed and materials and equipment used.
  • Resolved issues between employees and customers using company policies.
  • Supervised contractor work processes and adherence to project schedule.
  • Established employee work schedules to properly staff departments for each shift.

Lead Teacher EHS

MHCC Head Start CDFS
Gresham, OR
01.2017 - 04.2021
  • Display materials, books, and pictures that represent diverse people. Include different races, ages, genders, cultures, and abilities
  • Provide books featuring diverse main characters for teachers to read to the class. Incorporate diverse perspectives into daily activities and discussions
  • Ensure that all children and families have equal access to ECE services, regardless of their background, race, gender, language, or disability.
  • Ensure that all children and families have equal access to ECE services, regardless of their background, race, gender, language, or disability.
  • Promote diverse representation in classroom materials (books, toys, posters).
  • Support teaching team on culturally responsive teaching practices.
  • Ensure that all children achieve positive developmental outcomes, regardless of their socio-economic status or other factors.
  • Foster collaboration among staff, families, and community partners to advance equity
  • Engage in a collaborative process with colleagues, parents, leadership and community partners to determine what aspects of inclusivity and equity are essential for your classroom.
  • Consider diverse perspectives and experiences to ensure a comprehensive understanding of what matters most.
  • Involve children in discussions about their needs, interests, and cultural backgrounds.
  • Evaluate curriculum, books, toys, and other resources to ensure they represent a variety of cultures, abilities, and social identities.
  • Regularly review and update the lesson plan to align with your goals for an inclusive classroom
  • As a Lead teacher spent almost 5 years developing other teachers through coaching and mentoring to be able to grow professionally and obtain their goals.
  • As a lead Teacher developed trainings, facilitated meetings and trainings, developed strong teaching team for the classroom.
  • As a lead teacher build strong relationship with teaching team, family's workers, coaches, and leadership to better support children and families.
  • Awarded best teacher and classroom award in 2021 the turtle Award that is given for outstanding class.
  • Nurture the cognitive, social, and emotional development of young children through engaging activities and a nurturing environment.
  • Curriculum Planning & Execution: Design and implement developmentally appropriate activities that foster learning in various areas, such as language, math, science, and social skills.
  • Classroom Management: Create a safe, positive, and organized classroom environment that promotes learning and social interaction.
  • Child Observation & Assessment: Continuously observe and assess each child's progress, identifying strengths and areas for improvement, and adjusting instruction accordingly.
  • Parent Communication: Build strong partnerships with parents through regular communication about their child's development and progress, addressing concerns, and sharing resources.
  • Caregiving: Provide basic caregiving needs, such as assisting with toileting, handwashing, and mealtime.
  • Collaboration: Collaborate with other teachers and staff to ensure a consistent and supportive learning environment for all children.
  • Mentor, coach, and develop assistant teacher, Aides, floaters, Substitute teachers in their professional development through trainings, modeling's, and effective coaching and mentoring.
  • Provides and facilitates a curriculum and environment suitable for infants and toddlers.
  • Encourages self-control in children through age-appropriate guidance techniques.
  • Develops and executes an individualized educational plan for each child.
  • Evaluates the ongoing development and progress of children.
  • Organizes and conducts two home visits and two parent-teacher conferences annually.
  • Offers primary caregiving to a group of children.
  • Oversees and assesses the daily tasks of classroom staff, student teachers, and volunteers.
  • Keeps and updates records regularly.
  • Delivers child development guidance, parent education, and family support during home visits to assigned families.
  • Enhances sensory development by providing various textures.
  • Measures babies and toddlers against early childhood developmental benchmarks, creating regular progress reports.
  • Cleans and disinfects toys and play equipment daily to ensure safety and hygiene.
  • Communicates with parents via enrollment, tours, newsletters, conferences, and direct interaction.
  • Works with parents to establish and sustain positive support networks and educational strategies.
  • Creates suitable activities and programs for children aged 18 months to 3 years.
  • Utilizes play-based methods to offer varied learning experiences.
  • Connects with children individually to foster positive relationships and encourage learning.
  • Teaches children health and personal habits, such as eating, resting, and toilet training.
  • Stimulates physical, academic, and social growth through varied indoor and outdoor activities.
  • Manages classrooms effectively by setting clear rules and encouraging positive behavior.
  • Enriches classes with a curriculum focused on learning activities.
  • Observes children to identify their needs and support their development.
  • Developed and implemented strategies to improve children learning outcomes.
  • Monitored classroom instruction on a regular basis through observation, feedback, and collaboration with teachers.
  • Assisted in resolving conflicts between students, families, and staff members.
  • Facilitated meetings with parents and guardians in order to support Child.

Lead Teacher: Head Start

Albina Head Start
Portland, OR
01.2015 - 01.2016
  • Display materials, books, and pictures that represent diverse people. Include different races, ages, genders, cultures, and abilities
  • Provide books featuring diverse main characters for teachers to read to the class. Incorporate diverse perspectives into daily activities and discussions
  • Ensure that all children and families have equal access to ECE services, regardless of their background, race, gender, language, or disability.
  • Ensure that all children and families have equal access to ECE services, regardless of their background, race, gender, language, or disability.
  • Promote diverse representation in classroom materials (books, toys, posters).
  • Support teaching team on culturally responsive teaching practices.
  • Ensure that all children achieve positive developmental outcomes, regardless of their socio-economic status or other factors.
  • Foster collaboration among staff, families, and community partners to advance equity
  • Engage in a collaborative process with colleagues, parents, leadership and community partners to determine what aspects of inclusivity and equity are essential for your classroom.
  • Consider diverse perspectives and experiences to ensure a comprehensive understanding of what matters most.
  • Involve children in discussions about their needs, interests, and cultural backgrounds.
  • Evaluate curriculum, books, toys, and other resources to ensure they represent a variety of cultures, abilities, and social identities.
  • Regularly review and update the lesson plan to align with your goals for an inclusive classroom
  • As a lead Teacher developed trainings, facilitated meetings and trainings, developed strong teaching team for the classroom.
  • As a lead teacher build strong relationship with teaching team, family's workers, coaches, and leadership to better support children and families.
  • Nurture the cognitive, social, and emotional development of young children through engaging activities and a nurturing environment.
  • Curriculum Planning & Execution: Design and implement developmentally appropriate activities that foster learning in various areas, such as language, math, science, and social skills.
  • Classroom Management: Create a safe, positive, and organized classroom environment that promotes learning and social interaction.
  • Child Observation & Assessment: Continuously observe and assess each child's progress, identifying strengths and areas for improvement, and adjusting instruction accordingly.
  • Parent Communication: Build strong partnerships with parents through regular communication about their child's development and progress, addressing concerns, and sharing resources.
  • Caregiving: Provide basic caregiving needs, such as assisting with toileting, handwashing, and mealtime.
  • Collaboration: Collaborate with other teachers and staff to ensure a consistent and supportive learning environment for all children.
  • Mentor, coach, and develop assistant teacher, Aides, floaters, Substitute teachers in their professional development through trainings, modeling's, and effective coaching and mentoring.
  • Provides and facilitates a curriculum and environment suitable for infants and toddlers.
  • Encourages self-control in children through age-appropriate guidance techniques.
  • Develops and executes an individualized educational plan for each child.
  • Evaluates the ongoing development and progress of children.
  • Organizes and summer visits and two parent-teacher conferences annually.
  • Offers primary caregiving to a group of children.
  • Oversees and assesses the daily tasks of classroom staff, student teachers, and volunteers.
  • Keeps and updates records regularly.
  • Delivers child development guidance, parent education, and family support during home visits to assigned families.
  • Enhances sensory development by providing various textures.
  • Assesses 2 and 3-year-olds against early childhood developmental benchmarks and generates regular progress reports.
  • Cleans and disinfects toys and play equipment daily to ensure safety and hygiene.
  • Communicates with parents via enrollment, tours, newsletters, conferences, and direct interaction.
  • Works with parents to establish and sustain positive support networks and educational strategies.
  • Create suitable activities and programs for children aged 2 and 3 years old.
  • Utilizes play-based methods to offer varied learning experiences.
  • Connects with children individually to foster positive relationships and encourage learning.
  • Teaches children health and personal habits, such as eating, resting, and toilet training.
  • Stimulates physical, academic, and social growth through varied indoor and outdoor activities.
  • Manages classrooms effectively by setting clear rules and encouraging positive behavior.
  • Enriches classes with a curriculum focused on learning activities.
  • Observes children to identify their needs and support their development.
  • Developed and implemented strategies to improve children learning outcomes.
  • Monitored classroom instruction on a regular basis through observation, feedback, and collaboration with teachers.
  • Assisted in resolving conflicts between students, families, and staff members.
  • Facilitated meetings with parents and guardians in order to support Child.

Lead Teacher

CCLC Fred Meyer and First Gear Academy
Portland, OR
01.2014 - 01.2015
  • Display materials, books, and pictures that represent diverse people. Include different races, ages, genders, cultures, and abilities
  • Provide books featuring diverse main characters for teachers to read to the class. Incorporate diverse perspectives into daily activities and discussions
  • Ensure that all children and families have equal access to ECE services, regardless of their background, race, gender, language, or disability.
  • Ensure that all children and families have equal access to ECE services, regardless of their background, race, gender, language, or disability.
  • Promote diverse representation in classroom materials (books, toys, posters).
  • Support teaching team on culturally responsive teaching practices.
  • Ensure that all children achieve positive developmental outcomes, regardless of their socio-economic status or other factors.
  • Foster collaboration among staff, families, and community partners to advance equity
  • Engage in a collaborative process with colleagues, parents, leadership and community partners to determine what aspects of inclusivity and equity are essential for your classroom.
  • Consider diverse perspectives and experiences to ensure a comprehensive understanding of what matters most.
  • Involve children in discussions about their needs, interests, and cultural backgrounds.
  • Evaluate curriculum, books, toys, and other resources to ensure they represent a variety of cultures, abilities, and social identities.
  • Regularly review and update the lesson plan to align with your goals for an inclusive classroom
  • As a lead Teacher developed trainings, facilitated meetings and trainings, developed strong teaching team for the classroom.
  • As a lead teacher build strong relationship with teaching team, family's workers, coaches, and leadership to better support children and families.
  • Nurture the cognitive, social, and emotional development of young children through engaging activities and a nurturing environment.
  • Curriculum Planning & Execution: Design and implement developmentally appropriate activities that foster learning in various areas, such as language, math, science, and social skills.
  • Classroom Management: Create a safe, positive, and organized classroom environment that promotes learning and social interaction.
  • Child Observation & Assessment: Continuously observe and assess each child's progress, identifying strengths and areas for improvement, and adjusting instruction accordingly.
  • Parent Communication: Build strong partnerships with parents through regular communication about their child's development and progress, addressing concerns, and sharing resources.
  • Caregiving: Provide basic caregiving needs, such as assisting with toileting, handwashing, and mealtime.
  • Collaboration: Collaborate with other teachers and staff to ensure a consistent and supportive learning environment for all children.
  • Mentor, coach, and develop assistant teacher, Aides, floaters, Substitute teachers in their professional development through trainings, modeling's, and effective coaching and mentoring.
  • Provides and facilitates a curriculum and environment suitable for infants and toddlers.
  • Encourages self-control in children through age-appropriate guidance techniques.
  • Develops and executes an individualized educational plan for each child.
  • Evaluates the ongoing development and progress of children.
  • Organizes and summer visits and two parent-teacher conferences annually.
  • Offers primary caregiving to a group of children.
  • Oversees and assesses the daily tasks of classroom staff, student teachers, and volunteers.
  • Keeps and updates records regularly.
  • Delivers child development guidance, parent education, and family support during home visits to assigned families.
  • Enhances sensory development by providing various textures.
  • Assesses children from 6 weeks to 2 years old against early childhood developmental benchmarks and generates regular progress reports.
  • Cleans and disinfects toys and play equipment daily to ensure safety and hygiene.
  • Communicates with parents via enrollment, tours, newsletters, conferences, and direct interaction.
  • Works with parents to establish and sustain positive support networks and educational strategies.
  • Create suitable activities and programs for children aged 6 week and 2 years old.
  • Utilizes play-based methods to offer varied learning experiences.
  • Connects with children individually to foster positive relationships and encourage learning.
  • Teaches children health and personal habits, such as eating, resting, and toilet training.
  • Stimulates physical, academic, and social growth through varied indoor and outdoor activities.
  • Manages classrooms effectively by setting clear rules and encouraging positive behavior.
  • Enriches classes with a curriculum focused on learning activities.
  • Observes children to identify their needs and support their development.
  • Developed and implemented strategies to improve children learning outcomes.
  • Monitored classroom instruction on a regular basis through observation, feedback, and collaboration with teachers.
  • Assisted in resolving conflicts between students, families, and staff members.
  • Facilitated meetings with parents and guardians in order to support Child.

Teacher Assistant, Toddlers Teacher

Grandma's Place Child Care
01.2013 - 01.2014
  • Assists in the planning and implementing of a developmentally appropriate classroom environment and curriculum
  • Assists in the implementation of the program’s policies and procedures and Positive Behavior Supports in facilitating social and emotional development of children
  • Encourages experimentation, exploration, problem solving, cooperation, socialization, and choice making; asks open-ended questions and listens respectfully to children
  • Assumes responsibility for the classroom in the absence of the teacher
  • Completes observations documenting children’s strengths and areas for growth
  • Assists Teacher in maintaining accurate written records, including ongoing assessments, anecdotal observations of children and other required forms
  • Prepares and maintains classroom materials and a clean environment
  • Assists with meal services and meal reports
  • Assists with the implementation of parent involvement plans including evening parent services as assigned
  • Supports implementation of an individual education plan for each child
  • Observe and monitor children's play activities.

Teacher Aide

Warner Pacific College Early Learning Center
12.2008 - 12.2009
  • Following Early Learning Center Performance Standards, all Warner Pacific College policies and procedures and Warner Pacific College written work plan
  • Assisting the teacher in planning and maintaining a safe, clean, learning environment and in assuring the well-being and safety of the children in his/her care
  • Exhibiting a genuine nurturing, caring attitude to all children
  • Planning with and assisting the teacher in preparing materials and supplies in advance for activities
  • Observing children to detect signs of illness, injury, emotional disturbance, learning disorder, speech problem, or other special needs, and immediately report observations to the teacher for follow-up
  • Assisting teacher to implement the developmental assessment for each child to determine the child's strengths and areas in which each child may need help
  • Assists the teacher in maintaining discipline and supervision of children during all Early Learning Center activities, as defined in the Warner Pacific College Discipline Policy
  • Becoming familiar with the teacher's written lesson plans, the daily schedule, methods for recording attendance, and all other daily duties of the teacher
  • Assisting the teacher in safeguarding all classroom supplies and equipment
  • Maintaining a cooperative attitude of working together with the teacher, volunteers, parents, and program specialists in planning and implementing activities.

Program Tutor

Sun
01.2012
  • Conducts individualized tutorial sessions for students with academic deficiencies; determines what skill areas require additional assistance
  • Designs and implements exercises and activities to facilitate student's academic improvement
  • Maintains all records required to document student's attendance and academic progress
  • Determines student's needs for assistance in other areas such as counseling and refers as necessary
  • Schedules and conducts monthly conferences with manager explaining evaluation of the student's progress -Possessing strong interpersonal skills with the ability to maintain a healthy and motivating relationship with supervisors, co-workers, and volunteers
  • Possess the ability to understand and to keep current on issues related to safety and security resulting in the implementation of associated activities and safeguards
  • Proven ability to achieve results.

Preschool and Youth Leader

Emmanuel Evangelical Ethiopian Church
09.2012 - 01.2017
  • Fluent in Amharic (Ethiopian national language) and English
  • Passion for ministry to children and seeing both parents and children grow in the faith
  • Growing relationship with Jesus Christ evidenced by action, attitude, and behavior
  • Ability to fully embrace the vision, values, and statement of faith of Ethiopian Church -Reliable, trustworthy, self-starter, and excellent at following through on details
  • Possess the ability to use appropriate judgment, discretion, sensitivity, and confidentiality
  • Proven leadership skills utilizing a cooperative, collaborative team leadership style.
  • Become thoroughly acquainted with the curriculum materials and design lesson plans that align with the mission and vision of the congregation, as well as the goals, objectives, and policies set by the Faith Formation Board/Committee.
  • Prepare for the session early in the week to allow time for personal reflection on the scripture focus, to ask questions, and to gather the necessary materials.
  • Recognize that the children will remember the relationships built in the classroom longer than the content presented, and plan the lesson with this in mind.
  • Arrive 1 hour before the session starts to have ample time to set up the classroom, assemble supplies, and warmly welcome the children upon their arrival.
  • Comply with all safe conduct policies established by the congregation's leadership. -Make an effort to learn each child's name as soon as possible.
  • Foster and maintain a Christian community of welcome, care, and cooperative covenant in the classroom.
  • Record attendance and report it to the Faith Formation Board/Committee weekly. -Engage with the children's parents after class to build cooperative relationships.
  • Develop, instruct, and manage regular leadership roles for the children in corporate worship services, in collaboration with the senior minister.
  • Stay informed about the best practices for Sunday School ministries and communicate them to the Faith Formation Committee/Board and the parents.
  • Attend Faith Formation Board/Committee meetings upon invitation.
  • Engage in a review process with the Faith Formation Board/Committee every six months. -Keep the children in your prayers.
  • Express your enthusiasm for teaching and your love for God to the children.

Education

Master of Arts - Organizational Leadership

Warner Pacific College
Portland, OR
01-2015

Skills

  • Coaching
  • Mentoring
  • Training
  • DEI implementation
  • Data Evaluation
  • Group facilitation
  • Staff Development
  • Strategic Planning
  • Meeting facilitation
  • Effective Communication
  • Performance Improvements
  • Collaborative Approach
  • Team Development
  • Program Leadership
  • Management
  • Supervision
  • Contract and budgetary Monitor

Additional Information

  • COMMUNITY AND VOLUNTEER INVOLVEMENT -, Young Life with Park Rose High-School (2013, 2014) -Holliday site: Pioneer Special School Program: Serving Students with Social/Emotional and Functional Life Skills needs (2013) -Warner pacific College: San Francisco Alternative Spring Break service trip (2009, 2012) -Warner pacific College: Volunteer, Franklin High School Cross Country (2009, 2012) -Warner pacific College: MLK Day of Service (2008, 2009, 2012) -Warner pacific College: Hot Chocolate service Project (2008, 2009, 2011, 2012)

Languages

English
Native/ Bilingual
Amharic
Native/ Bilingual

Accomplishments

  • Best Classroom Award 2020-21

Certification

  • Master Trainer

Timeline

Culturally Specific Coach Manager PFA, PSP

MHCC CCR&R
01.2023 - Current

Education Site Manager: EHS, HS, BP, PSP

MHCC Head Start CDFS
04.2021 - 01.2023

Lead Teacher EHS

MHCC Head Start CDFS
01.2017 - 04.2021

Lead Teacher: Head Start

Albina Head Start
01.2015 - 01.2016

Lead Teacher

CCLC Fred Meyer and First Gear Academy
01.2014 - 01.2015

Teacher Assistant, Toddlers Teacher

Grandma's Place Child Care
01.2013 - 01.2014

Preschool and Youth Leader

Emmanuel Evangelical Ethiopian Church
09.2012 - 01.2017

Program Tutor

Sun
01.2012

Teacher Aide

Warner Pacific College Early Learning Center
12.2008 - 12.2009

Master of Arts - Organizational Leadership

Warner Pacific College

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Ephrem Mamo