The Preschool Development Grant Regional Access Coach (PDG-RAC) will work closely with key stakeholders at the Tennessee Department of Education Early Learning Division and will be an integral partner with the department in their implementation of the Preschool Development Grant (PDG) Coaching Network, which aims to provide high-quality programs to ALL early childhood students. The goal for the RACs is to interpret state directives to increase access to developmentally appropriate environments and high-quality instruction with the focus on improving outcomes for all early childhood children. A person in this position has knowledge of instruction and developmentally appropriate practices for students ages birth-5 in Tennessee. This position will support assigned Core Region with implementation of training principles through interpreting directives, assessing performance, designing and/or delivering training, direct observation, coaching, and evaluating. RACs will be assigned to one of the eight Tennessee Core Regions to provide support for educators and program leaders being trained in high-quality preschool programs. The RACs will collaborate with teachers and leaders to impact educators across the state over the duration of this project. This position will require frequent travel with assigned Core Region in TN.

This position will require working from a home office and frequent travel to assigned districts in TN. This is a contract funded position with an anticipated end date of September 30, 2026.

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The Preschool Development Grant Regional Access Coach (PDG-RAC) will work closely with key stakeholders at the Tennessee Department of Education Early Learning Division and will be an integral partner with the department in their implementation of the Preschool Development Grant (PDG) Coaching Network, which aims to provide high-quality programs to ALL early childhood students. The goal for the RACs is to interpret state directives to increase access to developmentally appropriate environments and high-quality instruction with the focus on improving outcomes for all early childhood children.

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Required Qualifications

• Education: Bachelor’s Degree
• 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,
  • Ability to design and deliver professional development that enhances educators' skills.
  • Ability to provide coaching to educators and district leaders to improve preschool outcomes.
  • Skilled in establishing and nurturing relationships that encourage open dialogue, active collaboration, and a shared commitment to student achievement.
  • Ability to complete CLASS observations (includes successful completion of certification course)
  • Ability to navigate virtual / online platforms such as Google Workspace and Zoom,
  • Ability to model lessons and teaching techniques in front of other educators
  • Note: Failure to obtain CLASS certification will result in separation of employment

Preferred Qualifications

• Education: Master’s Degree
• Experience:
  • At least 5 years of teaching experience in early childhood
  • At least 3 years in leadership/mentorship position

• Knowledge, Skills, Abilities:

  • Ability to deliver 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

• Remote

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

For best consideration applicants should submit the below materials:

• Cover Letter
• Resume / CV

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.

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• Ensuring fidelity of classroom implementation of training principles related to access to high-quality core instruction
• Interpreting state directives and how they apply to individual programs and classrooms through development and monitoring of quality improvement plans
• Collaborating closely with the Early Learning Division at TDOE and ensuring project guidelines and goals are met including fiscal allocations
• Collaborating regularly with the PDG Coaching Network and Preschool Access for All Learning Network teams 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 leaders to identify areas of support needed
• Traveling to participating programs 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 administrators to assess the needs of the district, schools, and educators.
• Collaborate with Leadership Team to develop 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)
• Work with evaluation partners to assist with data collection as needed

Training Development and Delivery

• Regional Access Coaches will design and/or deliver PDG Coaching Network training. They will contribute to the development of the training content by providing insight into program 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.