Early Childhood Regional Access Coach - Center for Learning, Education & Employment - UTK

The Regional Access Coach/Specialist will work closely with key stakeholders at the Early Learning Division and the Division of Special Education and Intervention Programming at the Tennessee Department of Education (TDOE) and will be an integral partner with the department in their implementation of the Early Childhood Access for All Learning Network, which provides training and support for preschool students with disabilities across the state. The goal for the Regional Access Coaches is to interpret state directives to increase inclusive opportunities and increase access to developmentally appropriate environments and high quality instruction with the focus on improving outcomes for preschool students with disabilities. A person in this position has knowledge of instruction and developmentally appropriate practices for students ages 3-5 in least restrictive environments in Tennessee, as well as having a clear understanding of the development of Instructionally Appropriate Individualized Education Programs (IAIEPs). This position will support selected districts with implementation of training principles through interpreting directives, assessing performance, designing and/or delivering training, direct observation, coaching, and evaluating. Early Childhood Regional Access Coaches/Specialists will work with selected Early Childhood Access for All districts to provide support for educators and district leaders being trained on developmentally appropriate practices, for students ages 3-5, including access to high-quality inclusive environments, social-emotional supports, and instruction.  The Regional Access Coaches will collaborate with teachers and district leaders to impact educators across the state over the duration of this project. This position will require frequent travel to assigned districts in TN.

Responsibilities

• Ensuring fidelity of classroom implementation of training principles related to access to high-quality core instruction and intensive intervention

• Decision-making for the development and implementation of Instructionally Appropriate Individualized Education Programs (IAIEPs)

• Interpreting state directives and how they apply to individual districts and classrooms through development and monitoring of quality improvement plans

• Collaborating closely with the Early Learning Division and the Division of Special Education and Intervention Programming at TDOE and ensuring project guidelines and goals are met including fiscal allocations

• Collaborating regularly with the Access for All Learning Network team to ensure aligned and coordinated support to districts, schools, and educators

• Collaborate with other contractors partnered with TDOE when assigned districts are engaged in multiple partnerships

District Coaching, observations, and evaluation: 

• Work on conducting needs assessments and planning meetings with teachers and district leaders to identify areas of support needed

• Traveling to districts within the assigned region to provide coaching and training support on a weekly basis (estimated distances within 1-2.5 hours)

• Providing direct coaching to the educators and the districts by working directly with district administrators to assess the needs of the district, schools, and educators.

• Collaborate with district Inclusion Leadership Team to develop inclusion plan outlining goals and action steps for systemic change 

• Achieving reliability and observing educators and classroom environments using quality assessment measures such as Classroom Assessment Scoring System (CLASS) and/or Teaching Pyramid Observation Tool (TPOT)

• Conduct pre- and post-CLASS observations for selected teachers in the participating districts

• Work to ensure districts are entering their survey data for each category (learning Networks, CoPs, and RAC coaching)

• Regional Access Coaches will enter data into designated systems and use data collected during observations to coach educators to set goals for growth in quality practices.

Training Development and Delivery

• Regional Access Coaches will design and/or deliver Early Childhood Access for All training. They will contribute to the development of the training content by providing insight into districts’ needs based on collaboration with districts, direct observations, and evaluations.

• Regional Access Coaches will lead and/or participate in in-person summer trainings, monthly virtual or in-person communities of practice and monthly virtual or in-person learning network meetings alongside educators and attend professional development conferences and workshops.

• They will redeliver training content to schools/educators as required.

Qualifications

Required Qualifications

• Education: Bachelor’s preferably in Education or Special Education Preferred

• Certification: Teaching Certification (Special Education certification preferred)

• Experience: At least 3 years’ experience in early childhood education

• Knowledge, Skills, Abilities:

  • Ability to speak in front of large groups

  • Ability to schedule and manage time effectively

  • Knowledge about developmentally appropriate practices in early childhood education

  • Ability to provide and receive constructive feedback

  • Demonstrate strong written and verbal skills, self-reflective skills, and active engagement in professional development opportunities

  • Skilled in training and/or coaching educators and aiding in professional development

  • Ability to navigate virtual / online platforms such as Google Workspace and Zoom

  • Ability to model lessons and teaching techniques in front of other educators 

Applicants must be legally authorized to work in the United States on a full-time basis without need now or in the future for sponsorship for employment-based visa status.

Preferred Qualifications

• Education: Master’s preferably in Education or Special Education Preferred

• Experience: At least 5 years of teaching experience in early childhood, including experience working in a setting that focuses on inclusion of students with disabilities

• Knowledge, Skills, Abilities:

  • Ability to write instructionally appropriate IEPs 

  • Ability to redeliver impactful training to educators and administrators

  • Understanding and knowledge of Pyramid Model Practices and CLASS

  • Ability to engage and build relationships with project partners (educators, administrators, support personnel, other TDOE personnel) to effectively improve outcomes for students

Work Location 

• Location: Tennessee

• Remote in East or Middle TN

Compensation and Benefits 

• UT market range: MR09

• Find more information on the UT Market Range structure here

• Find more information on UT Benefits here

Application Instructions 

To express interest, please submit an application with the noted below attachments:

• Resume

• Cover Letter

About The College/Department/Division

Founded in 1988, CLEE is a recognized leader in adult learning, education, and workforce development, driving meaningful change in Tennessee and across the U.S. With a team that spans Tennessee and beyond, we collaborate with state and national institutions, early childhood programs, K-12 and post-secondary schools, service agencies, employers, and workforce organizations.

Our team’s passion to create change drives our innovation and excellence in all we do. This commitment fuels our work towards empowering every individual with limitless opportunities to thrive at all stages of life. We prioritize individuals from all backgrounds, with deep expertise in supporting people with disabilities and underserved populations.

Committed to staying at the forefront of emerging research, we partner with a wide variety of organizations, including those across the University of Tennessee system and beyond, to advance best practices in adult learning, education, and employment.