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

University of Tennessee•Knoxville, TN

11d•Remote

About The Position

The Regional Access Coach/Specialist partners with the Tennessee Department of Education’s Early Learning Division and Division of Special Education and Intervention Programming to implement the Early Childhood Access for All Learning Network. The network provides training and support for preschool students with disabilities across Tennessee. The position interprets state directives to expand inclusive opportunities and access to developmentally appropriate environments and high-quality instruction, with the aim of improving outcomes for preschool students with disabilities. The coach supports selected districts in implementing training principles through interpreting directives, assessing performance, designing and delivering training, direct observation, coaching, and evaluation. The role requires knowledge of developmentally appropriate instruction for children ages 3–5 in least restrictive environments in Tennessee and an understanding of Instructionally Appropriate Individualized Education Programs (IAIEPs). Coaches work with educators and district leaders on inclusive environments, social-emotional supports, and instruction, and collaborate with partners to support educators across the state. Frequent travel to assigned Tennessee districts is required, typically within an estimated 1–2.5 hours of travel each way. The position is remote in West Tennessee. Regional Access Coaches design and/or deliver Preschool Access for All training, contribute district-informed content, participate in summer trainings and monthly communities of practice and learning network meetings, attend professional development conferences and workshops, and redeliver training to schools and educators as needed.

Requirements

Bachelor’s degree and teaching certification; special education certification is preferred.
2–3 years of relevant experience.
Knowledge of developmentally appropriate practices in early childhood education.
Ability to speak in front of large groups.
Ability to schedule and manage time effectively.
Ability to provide and receive constructive feedback.
Strong written and verbal communication skills, self-reflective skills, and active engagement in professional development.
Skill in training and/or coaching educators and supporting professional development.
Ability to use virtual and online platforms such as Google Workspace and Zoom.
Ability to model lessons and teaching techniques for other educators.
Must be legally authorized to work in the United States on a full-time basis without current or future sponsorship for employment-based visa status.

Nice To Haves

Master’s degree in Special Education or Early Childhood Education.
At least five years of early childhood teaching experience, including experience in a setting focused on inclusion of students with disabilities.
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, including educators, administrators, support personnel, and TDOE personnel, to improve student outcomes.
Special education teaching certification.

Responsibilities

Ensure fidelity of classroom implementation of training principles related to access to high-quality core instruction and intensive intervention.
Support decision-making for the development and implementation of Instructionally Appropriate Individualized Education Programs (IAIEPs).
Interpret state directives for individual districts and classrooms through the development and monitoring of quality improvement plans.
Collaborate with TDOE’s Early Learning Division and Division of Special Education and Intervention Programming and help ensure project guidelines, goals, and fiscal allocations are met.
Coordinate support with the Access for All Learning Network team and other contractors working with assigned districts.
Conduct needs assessments and planning meetings with teachers and district leaders to identify support needs.
Travel to assigned districts weekly to provide coaching and training support.
Work with district administrators to assess the needs of districts, schools, and educators and provide direct coaching.
Collaborate with district Inclusion Leadership Teams to develop inclusion plans with goals and action steps for systemic change.
Achieve reliability and observe educators and classroom environments using quality assessment measures such as CLASS and/or the Preschool Instructional Practice Guide (IPG).
Conduct pre- and post-observations of selected teachers, enter data into designated systems, and use observation data to coach educators in setting goals for growth.
Design and/or deliver Preschool Access for All training and contribute to training content based on district needs, collaboration, observations, and evaluations.
Lead and/or participate in in-person summer trainings, monthly communities of practice, and monthly learning network meetings.
Attend professional development conferences and workshops and redeliver training content to schools and educators as required.