Children's Institute


(503) 219.9034


Project Impact Manager

Project Impact Manager

Title: Project Impact Manager

Reports to: Development Director

Location: Open to applicants in Oregon; options available to work at Children’s Institute offices in downtown Portland (hybrid)

Travel: 10-15%

Job Classification: Exempt, 1 FTE (40 hours per week)

Salary: $93,000, based on Children’s Institute compensation plan

Closing: Applications must be received by 5pm on March 13th, 2024

To Apply: Please email resume and cover letter to with “Project Impact Manager” in the subject line.

Persons of color and members of other underrepresented groups are strongly encouraged to apply. Please contact Director of People & Culture, Whitney Wong, at with any accommodation requests.

At Children’s Institute (CI), our mission is to shift systems toward justice for families so that all children in Oregon, prenatal to grade five, have access to opportunity. We advocate for and secure public investments in early childhood programs and services, and work directly with school communities to improve the learning experience for children.

We are keenly focused on children who experience barriers to opportunity due to race, poverty, disability, language, and geographic location. And we strive to connect research, lived experience, and community voice as we work to ensure that more children succeed in kindergarten, meet third grade benchmarks, and thrive in their early childhood experiences.

CI prioritizes an integrated, team-based work approach and a flexible, collegial work environment grounded in our values of honor, equity, learning, connectedness, and innovation

Position Description

The Project Impact Manager position is an exciting new role that will lead to developing and implementing the Children’s Institute’s fee-for-service strategy and impact expansion based on providing professional services.

Since Children’s Institute’s launch in 2003, the majority of our revenue has come from foundation grants (85-95%), demonstrating strong support from local and national foundations. CI has identified several lines of work that we believe can grow to diversify and generate revenue for our organization while increasing our reach and impact. Demand for CI is high, and we have a strong reputation, so we feel it is the right time to develop this new arm of our organization to align preschool with early elementary grades. We expect to significantly scale the Early Learning Academy (ELA) and Early School Success (ESS) in the next five years.

The Project Impact Manager position will be an innovative and entrepreneurial leader working with our cross-functional team to build on the groundwork and take us through the planning, launch, and implementation phases. We anticipate the time from planning to launch will be 1-2 years and moving to full implementation in subsequent years. We expect to scale Project Impact significantly over the next five years.


  • Supported by a cross-functional staff team, the Project Impact Manager will lead the organization through the preparation, launch, and implementation of this new strategy focused on fee-for-service coaching, consulting, and professional learning.
  • Collaborate with CI’s team and select external partners to develop and design scalable, equity-centered, inclusive professional learning for educators, leaders, and community partners focused on alignment of preschool with early elementary grades.
  • Develop a professional service model informed by our past success in strategic thinking, coaching and professional development, research, and advocacy by addressing market needs and leveraging CI’s value proposition.
  • Concurrent with the implementation and planning phases, The Project Impact Manager will be trained in CI’s methodology and practice to deliver and scale services as they are launched.
  • Ensure our services are informed by child development, equity, and improvement science research.
  • Demonstrate a personal and professional commitment to advancing equity.
  • Engage in supportive processes and practices of an inclusive work culture.
  • Support and advance meaningful inclusion and self-determination of marginalized communities within programmatic work.

Planning & Launch phase (1-2 years)

  • Develop the social enterprise case for CI’s new fee-for-service line of work inclusive of market research, landscape analysis, and cost structures.
  • Develop the organizational structure needed to build and scale a new line of work.
  • Identify and build relationships with potential participants and customers.
  • Partner with the Development and Policy teams to explore public funding opportunities, including local, state, and federal funding sources.
  • Partner with the Communications team to develop marketing materials.
  • Develop recruitment strategies for future participants and customers.
  • Develop, iterate, and achieve long-term scaling goals and plan.

Service Preparation and Provision

  • Learn and implement Children’s Institute’s methodology, style, and skills for providing coaching, consulting, and professional learning.
  • In collaboration with School-based Initiatives and Director of Research and Strategy:
  • Plan and facilitate meetings and professional learning to support school-based initiatives district partners.
  • Integrate racial justice and equity principles while planning and facilitating meetings and professional learning.
  • Provide guidance to partner school districts in instructional leadership, child development, and classroom practices that support optimal learning environments for young children (PK-5th grade).
  • Establish and maintain collaborative relationships with a range of educators to support ongoing work with partner districts.
  • Manage participant/customer communications and feedback.

Other Responsibilities

  • Leads ongoing Project Impact and School-based team meetings, partner meetings, and professional learning activities.
  • Post planning and launch phases, scale Project Impact to meet the growth and market needs.
  • Other duties as assigned.

Position Qualifications  

Any satisfactory combination of experience and education that ensures the ability of an individual to perform the duties and responsibilities of this position may substitute for the stated qualifications.

Required Skills and Experiences

  • Demonstrated experience launching new innovative programs or services and scaling them to financial viability; ideally includes elements of early state business model design, testing, evaluation, and project management to support expansion.
  • A strong commitment to and practice of advancing racial and economic equity and demonstrated ability to honor children and center their brilliance in the work.
  • Demonstrated experience in successful delivery of project milestones, including effective troubleshooting and problem-solving.
  • Strong organizational and communications skills, with experience adapting messaging to multiple audiences.
  • Highly motivated with strong attention to detail when accomplishing a task, including monitoring, and checking work while organizing time and resources efficiently.
  • Excellent verbal communication and writing skills with an ability to translate complex information into simple concepts.
  • Demonstrated ability to build trust with and be a thought partner to external and internal stakeholders and potential customers/partners.
  • A self-manager with an entrepreneurial mindset who is independent, collaborative, motivated, takes initiative, thinks outside the box, and has a growth mindset.
  • Ability to prioritize projects to meet deadlines while ensuring that those impacted are given the opportunity to contribute.
  • Proficiency in Microsoft Suite, Google, Canva, and Zoom and use of video to deliver professional learning.
  • Oregon driver’s license for travel to school sites across Oregon.

Preferred Skills and Experiences

  • 3-5 years of experience in early learning (Birth-3rd grade) settings.
  • Experience designing and delivering professional learning for early learning educators (PK-5), including online and hybrid formats.
  • Experience scaling of professional learning (e.g.: train-the-trainer, program expansion).
  • Experience managing publicly funded programs or services (City, State, Federal).
  • Entrepreneurial experiences, leading a venture from idea through launch.
  • Demonstrated knowledge of and leadership in effective school or system change efforts centered around alignment of PK-5 systems and practices.
  • Ability to discern and synthesize research into action.


  • Employer fully paid medical/dental coverage
  • Employer fully paid long-term disability coverage
  • Employer fully paid life insurance, accidental death, and employee assistance plan
  • 401(k) Retirement Savings Plan with qualified match and contribution
  • 125 Flexible Benefits Plan
  • Commuter stipend
  • Cell phone stipend
  • Professional Development Stipend
  • Annual office closure between December 26th and January 1st
  • Three weeks paid time off
  • Two weeks sick leave
  • Eleven paid holidays, plus two floating holidays
  • Paid time off to celebrate your birthday
  • Paid time off to volunteer in CI’s community

Equal Employment Statement 

Children’s Institute is an equal opportunity employer. It is the policy of CI to provide equal employment opportunity in accordance with applicable law to all qualified individuals without regard to race, color, creed, religion, age, gender, gender identity, sexual orientation, marital status, military status, political opinion, national origin, familial status, mental and physical ability, source of income, or any other status protected by federal, state, or local law in all personnel actions. Personnel actions include recruitment, selection, promotion, compensation, training, and termination. Relations between employees shall be based on mutual respect, and regard for the effectiveness and well-being of the organization.

Reasonable Accommodation Statement 

Consistent with applicable disability law, Children’s Institute will provide reasonable accommodations to assist qualified applicants or employees with disabilities to participate in the job application process, to perform the essential functions of a job, and to enjoy the same benefits and privileges of employment applicable to similarly situated employees without disabilities, provided the accommodation would not impose an “undue hardship” on the operation of CI. 

Mandatory COVID-19 Vaccination Policy 

Children’s Institute agrees to follow the internal protocols for partner organizations and school districts as a condition of employment for all employees unless they are granted reasonable accommodation under applicable law.


What We’re Reading: Oregon KIDS Count Data

What We’re Reading: Oregon KIDS Count Data

In June, the Annie E. Casey Foundation released its 2023 KIDS COUNT data book with national and state-level data on child well-being across four core areas: economic well-being, education, health, and family and community. The 34th edition of this critical assessment shows ways each state is fighting to care for families, but also ways in which the country’s lack of affordable and accessible child care negatively affects children, families and U.S. businesses.

From the KIDS COUNT Data Book website: 

This year’s Data Book presents a picture of how the COVID-19 pandemic impacted child well-being in the United States, making comparisons between 2019 and 2021 where possible. As the nation recovers from the coronavirus crisis, the latest data on the well-being of kids, youth and families can be found in the KIDS COUNT Data Center at

Overall, Oregon ranked 26th in the nation across categories, finishing relatively high in the health-related categories and contrastingly low across the board in education. Read through the breakdown of categories below to get a closer look at how Oregon compares nationally in these key indicators, and learn about what CI is doing to improve child well-being and early education. 

Economic Well-Being

  • Currently, 17 percent of all children in the United States — 12.2 million kids total — are living in poverty. In Oregon, this percentage is slightly lower, affecting 14 percent, but still greatly increasing the risks of social emotional, behavioral and health challenges for children across the state.
  • Oregon has higher rates than the national average of children whose parents lack secure employment as well as households with a high housing cost burden. Economic challenges of this nature are entrenched in systemic oppression and lack of access to resources that should be available for all. 
  • To directly combat these difficult circumstances and fight for better futures, CI advocates for legislation that increases employment opportunities and child care facilities for families across the state. 


  • Health is Oregon’s highest ranking of the KIDS COUNT Data Book at #7 nationally.  
  • Though the state’s rate of children with health insurance and death of young folks per 100,000 people is better than the national average, these categories have worsened for Oregon over the past two years.
  • Additionally, more progress must be made in Oregon for research and care addressing children’s social, emotional and mental health metric. At CI, we are working with the Oregon Pediatric Improvement Partnership (OPIP) to 1) Gather insightful health complexity data, 2) Shift attention to social emotional health services for children from birth to age 5, and 3) Help Oregon’s Medicaid system focus on prevention and investment in young children. Learn more in our recent podcast, Taking Action to Improve Social Emotional Services for Young Children: The Power of Data and Metrics. 

Family and Community

  • Examining the resources and support available to families through community is a critical component of the two-generation approach to ending poverty: looking to the needs of parents and children at the same time so that both can succeed together. When communities offer safety, good schools, and accessible support for families at every socioeconomic level, children are more likely to thrive. 
  • From our community-integrated Early Works programs to the mission of our Early Learning Academy, CI is working to help schools and care providers engage community partners, improve practices, and foster meaningful connections with families. As a result, our partners build strong ties that can lead to better outcomes for children across the state. 


  • Early academic experiences lay the groundwork for lifelong success, yet our country consistently fails to provide sufficient access for early education. The same rings true in Oregon, where every county could be categorized as a child care desert and a growing percentage of children aged 3-4 are not in school. 
  • In CI’s programmatic initiatives and across our legislative agenda, we are working to support more access to preschool and higher support for literacy across the state. Learn more about our Campaign for Grade Level Reading as well as our 2023 Oregon Legislative Session wins for early learning (including launching a NEW state agency, the Department of Early Learning and Care).

For more of the latest data from KIDS COUNT, head to the Annie E. Casey Foundation’s website to explore their interactive map of 2023 findings. 


Nurturing Child Development Through Inclusive Stories: A Conversation with JaNay Brown-Wood

Nurturing Child Development Through Inclusive Stories: A Conversation with JaNay Brown-Wood


On this episode of the Early Link Podcast, host Rafael Otto sits down with JaNay Brown-Wood, an award-winning children’s author, poet, educator and scholar. She writes about stories that celebrate diversity, inclusivity, self-esteem, and learning. 

JaNay’s first children’s book, “Imani’s Moon,” was published in 2014 and won the NAESP Children’s Book of the Year Award, and was featured on Stephen Colbert’s “The Late Show,” and Storytime with the Metropolitan Museum of Art.  

During this episode, JaNay shares how her personal experiences and passion for child development and supporting children, led her to write children’s books with an emphasis on diversity, representation, and inclusivity. She also talks about the importance of engaging young children in language and how this sets the foundation for building early literacy skills. JaNay shares her creative storytelling process and offers words of wisdom to listeners about pursuing their creative dreams. Finally, she talks about infant development and her hopes and dreams for young children. 

More about The Early Link Podcast

The Early Link Podcast highlights national, regional, and local voices working in early childhood education and the nonprofit sector. The podcast is written, hosted, and produced by Rafael Otto, Children’s Institute’s director of communications.

Becoming Optimistic Leaders for Children with Judy Jablon

Becoming Optimistic Leaders for Children with Judy Jablon


On this episode of the Early Link Podcast, Rafael Otto speaks with Judy Jablon, founder and executive director of Leading for Children. Judy discusses her initial leap into the early learning field after working with young children at Bank Street College in New York City, an experience that led her to a career in teaching young children, and later, adults. She shares her experiences working with educators, being a curious learner, and the importance of being optimistic leaders for children. She also talks about her book, The Five Commitments of Optimistic Leaders, and shares how early childhood educators can embrace optimistic leadership. Finally, Judy talks about how an intentional focus on equity is vital in working with children, adults, and educators.  

Judy Jablon has spent more than 35 years in early childhood education, working in the classroom, and teaching at Bank Street College. Her work has focused on helping educators use their collective wisdom to support and extend learning in young children. Judy is the author of many publications and videos, including The Five Commitments of Optimistic Leaders for Children, Powerful Interactions, and Coaching with Powerful Interactions.  

More about The Early Link Podcast

The Early Link Podcast highlights national, regional, and local voices working in early childhood education and the nonprofit sector. The podcast is written, hosted, and produced by Rafael Otto, Children’s Institute’s director of communications.

Taking Action to Improve Social Emotional Services for Young Children: The Power of Data and Metrics

Taking Action to Improve Social Emotional Services for Young Children: The Power of Data and Metrics


Welcome to a special production created with our colleagues at the Oregon Pediatric Improvement Partnership (OPIP). OPIP is a public private partnership seeking to create a meaningful, long-term collaboration of stakeholders invested in child health care quality, with the common purpose of improving the health of all children and youth in Oregon.

This episode explores recent developments in the health sector here in Oregon meant to improve the care for children ages zero to five. One of those developments is a social emotional health metric. This is a tool designed to shift attention to social emotional health services for children from birth to age 5 and help Oregon’s Medicaid system focus on prevention and investment in young children, and the health aspects of kindergarten readiness. The other development is a data set known as health complexity data, which pulls together information about a child’s medical and social conditions to better understand how systems can meet their needs. If that sounds complex, stay tuned as we break things down.

Throughout the episode, we talk with people in the field who have gotten started using the data to help reshape community level systems so that children and families can get what they need. And some of the most exciting work is taking place where the needs are greatest. That’s Douglas County, located in southern Oregon and it covers more than 5,000 square miles, from the Oregon coast reaching inland toward eastern Oregon. The data shows that Douglas County has the most socially complex children in the state, and leaders and community members have pulled together to help the systems evolve to better meet the needs of those children. We wanted to thank our guests: Taylor Dombek, the director of integrated clinical services at Umpqua Health Alliance, Colleen Reuland, the director of the Oregon Pediatric Improvement Partnership, James Lytle and Karra Crane, two parents from Douglas County, Alison Hinson, a counselor with Juniper Tree Counseling in Roseburg, and Robin Hill-Dunbar from The Ford Family Foundation. The development of the social emotional health metric began in 2018 with a partnership between the Oregon Pediatric Improvement Partnership, known to many as OPIP, Children’s Institute, and the Oregon Health Authority.

More about The Early Link Podcast

The Early Link Podcast highlights national, regional, and local voices working in early childhood education and the nonprofit sector. The podcast is written, hosted, and produced by Rafael Otto, Children’s Institute’s director of communications.


Transcript coming soon. 

Pin It on Pinterest