Career Opportunities

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Complex Behavior Sr. Manager

Department: Academics-Special Populations Programming Classification (Payroll Title): Ed Con 4-

Position Number: 00122802

Reports to: Dr. April Ebbinger

Anticipated Salary Range: $ 66,096-85,704

Last Revised Date: 3/10/2025

Location Notes: Must be a resident of TN, remote position with travel as needed Department of Education Vision: We will set all students on a path to success.

Priorities: Academics: All Tennessee students will have access to a high-quality education, no matter where they live. · Student Readiness: Tennessee public schools will be equipped to serve the academic and non-academic needs of all students. · Educators: Tennessee will set a new path for the education profession and be the top state to become and remain a teacher and leader.

Position Summary: This key position within Special Education and Intervention Programs will support LEAs in meeting specific goals for the achievement of all students, including students with disabilities, by improving behavioral practices and supporting tiered systems of behavioral intervention.

This individual will provide timely guidance and professional learning to district IDEA directors and RTI coordinators on a systematic framework and an intentional focus on data-based decision making and behavioral practices and supports for providing tiered systems of behavioral intervention with a focus on the most intensive behavior intervention needs in special education. The goal for the Complex Behavior Coordinator is to ensure students are provided with behavioral (nonacademic) instruction and intervention that allows them to be successful in school and achieve postsecondary success.

This position within the Office of Academics contributes to the Best for All strategic plan by ensuring students have access to high-quality instruction, and that educators are equipped to identify students who are struggling and intervene with the supports necessary to be successful.

Minimum Qualifications

Strong background in supporting students with complex behaviors
Master’s degree required in relevant field (e.g., behavior analysis or school psychology)
Experience within a leadership position demonstrating a record of success achieving clearly defined outcomes.

Essential Functions

Serves as a complex behavior subject matter expert in intervention support for districts in Tennessee.
Develop and provide professional learning opportunities on research-based behavior instruction, prevention, and intervention practices that are designed to increase student achievement and close skill gaps with an emphasis on the most intensive behavior intervention needs in special education.
Provide active leadership and support for effective behavior instruction, prevention, and intervention strategies, techniques, and methods grounded in research and focused on improved achievement for students receiving behavioral intervention, focusing on the most intensive behavior intervention needs in special education.
Collaborate with department staff on student needs within behavioral interventions within all department initiatives. Knowledge, Skills, & Abilities

Knowledge

Current trends and issues in U.S. and Tennessee special education law, rule, policy, and guidance, with a particular focus on equitable learning opportunities.
Understanding of the Special Education Behavior Supports Act (SEBSA).
A deep knowledge of de-escalation, behavior intervention plans, functional behavioral assessments, restraint and isolation, and manifestation determination requirements.
Knowledge of principles, methods, and tools for developing training for adult learners
Experience with the analysis of student data to inform data driven instruction.
Knowledge of how to coordinate statewide education projects and support large-scale implementation and small-scale intensive implementation.
Understanding the cross-divisional connections required to ensure equitable access for students with disabilities.

Skills & Abilities

Accurately scopes out length and difficulty of tasks and projects; sets objectives and goals; breaks down work into the process steps; develops schedules and task/people assignments; anticipates and adjusts for problems and roadblocks; measures performance against goals; evaluates results.
Can quickly find common ground and solve problems for the good of all; can represent his/her own interests and yet be fair to other groups; can solve problems with peers with a minimum of noise; is seen as a team player and is cooperative; easily gains trust and support of peers; encourages collaboration; can be candid with peers.
Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions.
Data-driven decision-making effectively builds a case to drive decisions and justifies data and research, both qualitative and quantitative.
Communications, including written and oral communication skills, compelling public speaking and ability to persuade others toward decisions, and strong facilitation skills for both internal and external audiences

Supervisory Responsibility

Not applicable

Work Environment

The duties will primarily be carried out indoors, in environmentally controlled conditions. The employee will be required to perform general physical abilities and handle and move objects.

Physical Demands

Physical demands include walking, standing, bending, lifting, climbing stairs, and moving during working hours.

Position Type and Expected Hours of Work

This is a full-time position. Expected work hours are 37.5 hours per week, from 8-4:30pm with an hour lunch break. Travel Within the state, approximately 25% of the year.

Other Duties

Please note this job description is not designed to cover or contain a comprehensive listing of activities, duties or responsibilities that are required of the employee for their job. Duties, responsibilities, and activities may change at any time with or without notice.

To Apply:

Please send resume, cover letter, and contact information for three professional references to [email protected].

Pursuant to the State of Tennessee’s Workplace Discrimination and Harassment policy, the State is firmly committed to the principle of fair and equal employment opportunities for its citizens and strives to protect the rights and opportunities of all people to seek, obtain, and hold employment without being subjected to illegal discrimination and harassment in the workplace. It is the State’s policy to provide an environment free of discrimination and harassment of an individual because of that person’s race, color, national origin, age (40 and over), sex, pregnancy, religion, creed, disability, veteran’s status or any other category protected by state and/or federal civil rights laws.

Tennessee Department of Education also provides reasonable accommodations to qualified applicants and employees with disabilities. If you need an accommodation during the application process, please contact the Tennessee Department of Education, Attn: Human Resources Division, 710 James Robertson Pkwy., Nashville, TN 37243.

Data Use Analyst and Coordinator

Department: Office of the Chief Program Officer

Classification (Payroll Title): Ed Con 4

Position Number: 01002323

To Apply: Please send resume, cover letter, and contact information for three professional references to [email protected]

Reports to: Senior Director of Data Use

Anticipated Salary: The anticipated annual salary for this position is $83,000 to $85,000. In addition, a comprehensive benefits package is included.

Location Notes: This position will work primarily from a home residence pursuant to the Department’s Alternative Workplace Solutions policy. Occasional in-person days will be required at the office address listed below:

Tennessee Department of Education

Andrew Johnson Tower

710 James Robertson Parkway

Nashville, TN 37243

Position Description: The Data Use Analyst and Coordinator supports the Data Use Team in conducting essential data support activities to facilitate the department’s data-driven decision-making process. With guidance from the Senior Director of Data Use and Senior Data Analyst, the individual will be responsible for maintaining the critical data assets of the Data Use Team and conducting in-depth exploratory analyses of any novel datasets as assigned. In addition, the individual will fulfill various data requests the department receives and contribute to providing data support to program teams as requested. The Data Use Analyst and Coordinator will also help ensure seamless team logistics and operations by coordinating the data request process. The department is seeking an individual who is skilled in data analytics and statistical programming, as well as passionate about learning and implementing best practices for data project coordination.

Essential Functions:

· Data Analysis and Support: Conduct in-depth exploratory analyses of assigned datasets from various data sources to identify potential data quality issues and calculate basic summary statistics. Present the findings of these analyses to the team. In addition, conduct requested data cleaning required to support the ongoing work of the Data Use Team by collaborating with appropriate team members. Establish and maintain detailed documentation on data cleaning protocols and relevant business rules.

· Data Requests Coordination: Support the Senior Director of Data Use in coordinating the department’s data requests process. Monitor the department’s data management inbox to respond to inquiries from both internal and external stakeholders in a timely manner.

· Data Requests: Fulfill both internal and external data requests in a timely and accurate manner. Provide other data support to program teams across the department as assigned.

· Other duties as requested or assigned.

Required Education and Knowledge:

· Master’s degree in Education, Economics, Statistics, or relevant field with minimum of 4 or 5 years of experience in data analyses to complete moderately complex tasks and exposure to project coordination; OR Ph.D. degree in Education, Economics, Statistics, or relevant field with minimum of 2 years of experience in data analyses to complete moderately complex tasks and exposure to project coordination is required

· Experience in complex data cleaning, transformations, analytics, and visualizations using R and/or Python is required. Years required for each educational qualification is listed above.

· Experience in interacting with data systems using SQL

· Experience in data visualization tools such as Power BI or Tableau

· Familiarity with task management tools such as Microsoft Planner

· Familiarity with task automation tools such as Microsoft Power Automate

· Prior experience in project management is a plus

Skills and Abilities

· Strong organizational skills to keep track of ongoing data requests across the department at all times

· Strong independent problem-solving skills

· Strong ability to identify, debrief, and resolve data quality issues

· Ability to adapt quickly to change in project scope/requirements

· Technical writing skills, including business rules documentation, reports, and presentations

· Passion and aptitude for learning new analytics and project management tools as required

· Proven working experience in data analytics using R and/or Python

· Ability to set and meet deadlines, as well as balance multiple competing priorities

· Strong written and verbal communication skills

· Great accuracy and attention to detail

· Ability to effectively collaborate with members across multiple teams to resolve issues

· Passion for continuous improvement

English as a Second Language (ESL) Teacher

Salary: Salary is based on State Special Schools Salary Scale

Reports to: Building Principal

Location Notes: This is an in-person position at the address below:

Tennessee School for the Blind

115 Stewarts Ferry Pike

Nashville, TN 37214

General Description:

The role of the ESL was created to assist in the teaching process, including supervising students in the classroom and other designated areas, creating lesson plans, delivering instruction, collaborating with colleagues, and addressing inquiries from students, parents, and guardians regarding the curriculum and student development. This job reports to the building Principal.

Minimum Qualification

· Minimum of a bachelor’s degree with certification as specified by state and federal standards for the teaching position held. master’s degree is preferred.

· Requires a TN teacher license as a Teacher of the Visually Impaired. If no current Visually Impaired certification must be willing to obtain one, beginning an approved program within the first two years of employment.)

· Must have or be willing to obtain ESL endorsement within a specified period.

· Tennessee Teaching Endorsements: 490, 461,462

· Experience working with wide range of students with visual impairments, including students with different visual impairments, additional disabilities, and complex learning needs preferred.

· Minimum of three (3) years of successful teaching experience preferred.

· Experience working with wide range of students with visual impairments, including students with different visual impairments, additional disabilities, and complex learning needs. Preferred not required.

Duties and Responsibilities:

· Creates and administers assessments tailored to specific subjects to evaluate students' skills and knowledge levels, as well as to customize personalized learning strategies.

· Develops a curriculum in the classroom setting that encourages students' future development and gives them opportunities for growth.

· Informs parents or legal guardians about the progress of their child, provides expectations, discusses the student's accomplishments, and suggests ways to support or enhance academic goals at home.

· Evaluates student advancement toward specified objectives, expectations, and/or goals to give feedback to students, parents, and administration.

· Works with teachers, school staff, parents, and community resources to enhance student success, meet classroom goals, and contribute to the school's improvement plan.

· Advise students to help them enhance their performance, well-being, problem-solving skills, and address various personal concerns.

· Tailors’ instruction to accommodate the varying needs of students to create a successful program that aligns with district standards.

· Guides students to enhance their academic performance with a specific curriculum.

· Ensures student conduct to create a secure and effective learning atmosphere.

· Observes students in different educational settings such as classrooms, school grounds, and field trips to ensure a safe and supportive learning atmosphere.

· Attends various meetings and professional development events to exchange and/or gather necessary information for carrying out job responsibilities.

· Creates different types of written documents (such as grades, lesson plans that follow a specific order, communication with parents and students, exams, quizzes, attendance records, and notes) to track student development and fulfill necessary guidelines.

· Records incidents such as fights, possible child abuse, potential substance abuse, harassment, and zero tolerance violations to ensure the safety of students, promote a positive learning environment, and follow state laws and school board policies.

· Reacting to urgent situations to address immediate safety issues and/or guiding individuals to the appropriate personnel for assistance.

· Answers questions from different individuals (such as other teachers, parents, administrators, students, central office staff) to address problems, offer information, or give guidance.

· Directs assistant teachers, student teachers, instructional assistants, volunteers and/or student workers for the purpose of providing an effective classroom program and addressing the needs of individual students.

· Supports other classroom teachers for the purpose of assisting them in the implementation of established curriculum and/or individual student plans.

· Performs other duties as assigned.

Knowledge, Skills, & Abilities:

Skills

· Basic verbal and written communication skills to complex ideas and concepts to students.

· Manage classroom behavior, maintain a positive and respectful learning environment, and ensure student safety.

· Prioritize tasks, manage time effectively, and maintain accurate records and reports.

· Familiarity with educational technology, including learning management systems, online resources, and digital tools.

· Work with colleagues, administrators, and parents to support student learning and achieve school goals.

· Basic skills to arrange plans for activities, meetings, or events and collect, organize, and categorize information.

Knowledge

· Basic knowledge on how to perform simple arithmetic operations, such as working with fractions, percentages, and ratios.

· Basic knowledge on interpreting technical data, writing diverse documents, and leading group conversations.

Ability

· Basic ability to build relationships with students, colleagues, and parents, and to provide individualized support and feedback.

· Basic ability to analyze problems, identify solutions, and adapt to changing circumstances.

· Advanced ability to understand and interpret codes, policies, regulations, and laws, age-appropriate activities, lesson planning, child development stages, and behavior management techniques.

· Intermediate ability to operate necessary tools and machinery for work tasks.

· Basic ability to collaborate with others in various situations, interpreting data through specific yet varied methods, and using standardized procedures to operate equipment.

· Intermediate problem-solving ability.

· Basic ability to build and maintain relationships.

· Basic ability to work flexible hours and adapt to shifting work demands.

· Basic ability to demonstrate tact and patience.

· Intermediate ability to keep information confidential.

· Basic ability to interact with a variety of people and/or teams, handle different types of data for various purposes, and use specialized equipment related to the job.

Additional Information:

• Selected applicants must verify experience/highest degree held.

• Direct deposit of paycheck on a 12-month schedule is required.

• TSB is a non-smoking facility in its entirety.

• The selected applicant must comply with the State of Tennessee Employee Drug-Free Workplace Policy, and other policies.

• As required by the Immigration Reform and Control Act (IRCA), selected applicant must verify, within 72 hours of employment, his/her legal right to be employed in the United States.

• Selected applicant(s) will be required to submit to and pass a TBI/FBI background check, to include Tennessee and Federal criminal history checks, child abuse records, employment verification, and professional/personal reference checks.

Benefits:

Benefits include medical, dental, vision and life insurance, retirement pension, 401(k) match, employee assistance program, personal and sick leave (PTO) and more. A full listing of employee benefits can be found here Benefits & State Employee Discounts (tn.gov)

How To Apply:

State of Tennessee Employment Application (see TSB Career Opportunities webpage)

The following documents may be brought or mailed to TSB, as well as submitted via email to:

Andreanita Gordon, Principal

Tennessee School for the Blind

115 Stewarts Ferry Pike

Nashville, TN 37214

E-mail: [email protected]

Required documents:

· Letter of Interest

· Current Resume

· 3 Professional References (Minimum 1 from a direct supervisor)

· Copy of Educator License

· Unofficial Copies of All Transcripts*

*An unofficial copy of transcripts must be submitted at the time of application. Failure to provide a transcript or credential evaluation report may result in your application being rejected and you will not be able to continue in the selection process for this announcement.

Candidates with disabilities who require special accommodation or alternative communication formats should contact the Principal’s Office at (615) 231-7326 no later than five days prior to their scheduled interview to facilitate reasonable accommodation. The State of Tennessee is an Equal Opportunity Employer; Discrimination on the Basis of Age (Over 40), Race, Sex, Color, Religion, National Origin, Disabling Condition or any other Non-Merit Factor is Prohibited.

Manager of Access and Specialized Instruction

Department: Special Populations and Student Supports

Classification (Payroll Title): Ed Con 3

To apply visit https://stateoftn-careers.ttcportals.com/search/agency/education/jobs Job Posting ID# 66485

Anticipated Salary Range: The anticipated annual salary range for this position is $68,000-78,000.00 In addition, a comprehensive benefits package is included.

Last Revised Date:

Tennessee Department of Education
Andrew Johnson Tower
710 James Robertson Parkway
Nashville, TN 37243

Department of Education Vision: We will set all students on a path to success.

Priorities: Academics: All Tennessee students will have access to a high-quality education, no matter where they live. · Student Readiness: Tennessee public schools will be equipped to serve the academic and non-academic needs of all students. · Educators: Tennessee will set a new path for the education profession and be the top state to become and remain a teacher and leader.

Position Summary:

The Manager of Access and Specialized Instruction will lead the work of providing students with disabilities equitable access to standards-based (Tier I) instruction. This position is part of a team committed to promoting and ensuring Access for All, the statewide initiative ensuring student with disabilities have access to high-impact learning experiences that improve outcomes and greater preparation for college, career, and military.

The key work streams for this position include the development of high-quality content to increase the access and participation of students with disabilities in general education environments in Tennessee schools. The individual will lead trainings in-person, virtually, and asynchronously to increase the knowledge and capacity of educators, school leaders, and other stakeholders. The content development and training will include, at a minimum expertise on disability law, policies, and practices for all students with disabilities, with an intensive focus on individuals with high-incidence disabilities (e.g., learning disability, other heath impairments, speech and language impairments) and/or intellectual giftedness. This individual will have specific expertise in inclusionary practices, accommodation and modification determination and use, and evidence-based specially designed instruction.

The preferred candidate will primarily provide specific expertise and leadership in the following areas:

Supporting LEAs in the implementation of specially designed instruction using evidence-based practices, including
- Co-teaching (effective implementation and monitoring for effectiveness in meeting the student’s needs identified in their IEP, establishing co-teaching roles and responsibilities, and developing strategies for shared collaborative planning and instructional preparation within co-teaching teams.)
- Lesson preparation to support students with disabilities' individualized needs during standards-based instruction using high-quality instructional materials and evidence-based strategies.
- Effective practices for “push-in” service delivery.
- Accommodation and modification decision-making (i.e., selection, use, progress monitoring, fading, and elimination).
- IEP development and implementation, including progress monitoring and data-based decision-making.
Providing high-quality and timely support to educators and special education directors on topics relevant to the implementation of specially designed instruction through:
- the development of and/or contribution to state guidance documents
- delivering professional learning at virtual or in-person conferences
- sharing information through virtual and in-person stakeholder engagement meetings
- engaging with district staff and parents through phone calls and emails

In addition, this position will work with multiple teams across the department, requiring regular and ongoing communication through meetings, shared document collaboration, email, or chat. Department teams and cross-collaborative work may include:

Policy and Legislative Affairs (PLA) - provide feedback and expertise on proposed special education policies and rules and subsequent guidance and training to support districts in implementing the policies.
IDEA General Supervision – attend meetings and provide expertise to the accountability and monitoring teams within the department related to inclusionary practices, the least restrictive environment, IEP development and requirements, and special education services to ensure districts are appropriately implementing special education services.
Centers for Regional Excellence (CORE) – provide technical assistance to CORE consultants and communicate special education programming updates that impact district practices.
Student Supports – ensure alignment of messaging and guidance on special education policies that may impact English Learners, students receiving tiered intervention, or learning acceleration supports.
Human Capital – provide input on matters impacting special education licensure and engage in the department’s efforts to address educator shortages.
Federal Programs and Oversight – provide input and expertise on IEP development and requirements to ensure alignment between programming guidance and monitoring.
Office of General Counsel – ensure guidance documents, professional learning content, and any messaging about rules or policies meet legal approval.

Minimum Qualifications:

Education: Graduation from an accredited four-year college or university.

Experience: At least three [3] years of experience as a special education provider/teacher. Preference will be given to candidates with experience(s) in one or more of the following:

development and delivery of professional development (or training),
coaching,
participation or leadership of a task force or focus group,
leadership in starting a new initiative or strategic plan, and/or
other evidence of leadership within a school, district, or community education initiative.

Knowledge, Skills, & Abilities:

Organization and Self-Direct: Can appropriately prioritize and manage multiple projects, work streams, projects, timelines, and job tasks simultaneously.
Communication: Can clearly communicate verbally and in writing in a variety of formats and settings including phone calls, emails, meetings, and professional development/conferences in a professional manner with the appropriate formality.
Service Orientation: Ability to collaborate and build relationships; maintain high-quality customer service for both internal and external stakeholders.
Time Management: Uses time effectively and efficiently; values time; concentrates his/her efforts on the more important priorities; gets more done in less time than others; can attend to a broader range of activities.
Coaching: Can facilitate a conversation with a person or small group to further then introspection, reflection, problem-solving, and ultimately practices of the individual/group to increase student outcomes.
Critical Thinking and Problem-Solving: able to identify and ask significant questions to overcome issues in the workplace; uses inductive and deductive reasoning methods to recognize opportunities for refinement; formulates clear and concise options to reduce procedural inefficiencies.
Technology: Can use common software and hardware including but not limited to Word, Excel, PowerPoint, a virtual meeting platform (i.e., Teams, Zoom), cell phone apps for scanning or photos, and display settings.
Teaming: Can work with a small group of individuals to create a product, resolving conflict or disagreement in a professional manner.

Supervisory Responsibility:

This position does not have any supervisory responsibilities.

Work Environment:

The duties will primarily be carried out indoors, in environmentally controlled conditions. The employee will be required to perform general physical abilities and handle and move objects.

Physical Demands:

Physical demands include walking, standing, bending, lifting, climbing stairs, and moving during working hours.

Position Type and Expected Hours of Work:

This is a full-time position. Expected work hours are 37.5 hours per week, from 8 a.m.-4:30 p.m., with an hour lunch break.

Travel:

In-state travel will be required and vary in frequency monthly based on the needs of districts and families from 10%-25% monthly. Out-of-state travel is rare.

Other Duties:

Please note this job description is not designed to cover or contain a comprehensive listing of activities, duties, or responsibilities that are required of the employee for their job. Duties, responsibilities, and activities may change at any time, with or without notice.

To Apply:

Northwest Region CORE Math Consultant

Department: CORE

Classification (Payroll Title): EDUC RGNL ACAD CON

Position Number: xxxx

Reports to: Tara Harrell, CORE Math Director

To Apply: Please apply online through https://stateoftn-careers.ttcportals.com/

Anticipated Salary Range: The anticipated annual salary range for this position is $72,000 to $80,000. In addition, a comprehensive benefits package is included.

Location Notes:

Location notes: Hybrid - Consultant must live in the Northwest region or surrounding counties which includes:

Alamo City

Bells City

Benton County

Bradford SSD

Carroll County

Crockett County

Dyer County

Dyersburg City

Gibson County SSD

Henry County

Hollow Rock-Bruceton SSD

Humboldt SSD

Huntington SSD

Lake County

McKenzie SSD

Milan SSD

Obion County

Paris SSD

South Carroll SSD

Trenton SSD
Union City

Weakley County

West Carroll SSD

This position will also work from a home residence pursuant to the Department’s Alternative Workplace Solutions policy. Occasional in-person days will be required at the office address listed below:

Tennessee Department of Education
Andrew Johnson Tower
710 James Robertson Parkway
Nashville, TN 37243

Department of Education Vision: We will set all students on a path to success.

Position Summary:

Math consultants are an integral part of the CORE regional support team concentrating on providing math support across pre-K-12 instruction. This position works with the regional CORE office team to support districts in the region with math content and instruction aligned to Tennessee’s academic standards by partnering with district leaders to diagnose, plan, implement, and monitor change ideas that will lead to academic improvement.

The CORE regional support team focuses on helping districts make changes to three key areas: instruction, assessment, and curriculum. CORE consultants provide support by assisting districts in diagnosing, planning, implementing, and monitoring change ideas to improve student outcomes. As the consultants provide this support, they help districts consider coherence across their district by ensuring interconnectedness between district elements of culture, structure, processes, resources, and stakeholders.

Essential Functions

· Build trusting relationships and partnerships with district leaders and TDOE department leads.

· Engage with districts in Math Learning Walks to diagnose math specific instructional needs.

· Facilitate diagnosing conversations to identify why instructional practices are in place and set goals for improvement.

· Facilitate planning conversations to determine strategies that may help a district meet the goals determined by the diagnosing conversation.

· Provide differentiated support to assist districts in implementing their plans aimed at improving systems and structures for improved student outcomes in math.

· Support districts in setting clear benchmark indicators and monitoring the progress of their improvement work.

· Collaborate with TDOE department leads on the creation of resources and materials to support district improvement.

· Collaborate with CORE regional support team to coordinate supports for districts.

· Facilitate or support the facilitation of regional trainings.

· Engage in learning opportunities to continuously improve individual and group performance.

Minimum Qualifications: District leadership experience[KW1] [jo2] [KW3] is preferred, but not required. This could include, Chief Academic Officer, Director of Curriculum and Instruction, Instructional Supervisor, District Math Coordinator, District Math or Instructional Coach, or others.

Education: Graduation from an accredited four-year college or university

Experience:

· Demonstrated record of success in improving student outcomes in math (preferably at the school or district level).

· Experience leading and managing projects and/or teams (preferably at the school or district level).

· Experience coaching others for improvement.

· Experience leading and/or facilitating adult learning opportunities.

· Experience in a leadership role that required problem-solving and implementation of programs or ideas

· Demonstrated success in building relationships with other educators and leaders.

· Comfort with regular travel throughout the CORE region, and willingness to attend meetings statewide as needed

· Master’s degree, Administrative Endorsement (preferred)

Knowledge, Skills, & Abilities:

· Deep working knowledge of the Tennessee Academic Standards for Math K-12 and understanding of the three instructional shifts (focus, coherence, and rigor).

· Ability to recognize grade-level expectations and articulate how the Tennessee Academic Standards should impact long-term planning.

· Ability to determine the required criteria (procedural, conceptual, and application) for a given standard.

· Working knowledge of the eight standards of mathematical practice and the ability to articulate how they should be seen in each lesson.

· Ability to recognize whether student work meets standards and grade-level expectations.

· Ability to use coaching to assist district and school leaders in diagnosing instructional needs specific to math and to facilitate the creation of plans to address those needs.

· Ability to generate research-based, action-oriented recommendations for school and district leaders.

· Knowledge of system-level change and ability to identify systemic needs and support continuous improvement.

· Active participation in solving problems, sharing trends and best practices, and contributing to the work of a team.

· Consider the needs of internal and external customers, to provide service at a high level of quality, and to evaluate customer satisfaction.

Supervisory Responsibility:

Work Environment:

The duties will primarily be carried out indoors, in environmentally controlled conditions. The employee will be required to perform general physical abilities and handle and move objects.

Physical Demands:

Physical demands include walking, standing, bending, lifting, climbing stairs, and moving during working hours.

Position Type and Expected Hours of Work:

This is a full-time position. Expected work hours are 37.5 hours per week, from 8-4:30pm with an hour lunch break.

Travel:

65-80% to the counties in the Northwest region.

Other Duties:

To Apply: Please apply online through https://stateoftn-careers.ttcportals.com/

Senior Coordinator of Intervention

Department: Office of Academics, Division of Special Education and Intervention Programs

Classification (Payroll Title): Education Consultant 2

Position Number: 100692

Reports to: Senior Manager of Intervention

Anticipated Salary Range: The anticipated annual salary range for this position is 58,000-68,000. In addition, a comprehensive benefits package is included.

To Apply: Visit https://stateoftn-careers.ttcportals.com/search/agency/education/jobs

Location Notes: Hybrid/Will travel up to 30%; travel demands vary throughout the year

While this position will work primarily from a home residence pursuant to the Department’s Alternative Workplace Solutions policy. However, this position will travel across the state to provide training and support as needed. Occasional in-person days will be required at the office address listed below:

Tennessee Department of Education
Andrew Johnson Tower
710 James Robertson Parkway
Nashville, TN 37243

Department of Education Vision: We will set all students on a path to success.

Position Summary:

The Senior Coordinator of Intervention will work within the Special Education and Student Supports division on the Student Supports Team. The work contributes to the Acceleration for All strategic plan through work regarding the Response to Instruction and Intervention academic and behavior frameworks (RTI²-A, RTI²-B), supporting student readiness by aligning services or interventions for all students to prepare them for post-secondary success, as well as developing resources, providing technical assistance, and developing and delivering professional development for the professional growth of educators across the state.

The Senior Coordinator of Intervention is responsible for:

· Working independently and as part of a team to improve performance outcomes for all students in Tennessee.

· Being a good steward of time, talent, and resources to support student achievement

· Providing guidance and support for the implementation of Tennessee’s RTI²-A and RTI²-B frameworks and best practices for academic and behavior intervention as well as creating instructional coherence between Tier I academic instruction and tiered academic intervention.

· Supporting professional development sessions.

· Monitoring new trends and evidence of success for all student, such as students with characteristics of dyslexia, English learners, and students with disabilities including intellectually gifted, while providing guidance and creating resources to support districts with implementation of best practice.

· Communicating and writing clean and concise documents to provide state-wide guidance through updates to existing resources, such as the RTI²-A and RTI²-B manuals and guidance related to the Universal Reading Screener (URS), as well as in documents related to RTI²-A and RTI²-B frameworks within TDOE initiatives and strategic professional development.

· Collaborating with key departmental divisions such as: Academic Strategy, Assessment, Special Education and Intervention Programs, CORE, Learning Acceleration, Federal Programs and Oversight, and the Office of General Council.

Minimum Qualifications:

Education

Possession of a bachelor’s degree from an accredited college or university and experience equivalent to four years of full-time professional education

Substitution of Graduate Education for Experience: Graduate coursework from an accredited college or university may be substituted for the required experience, on a year-for-year basis, to a maximum of two years

Bachelor's degree from an accredited four-year college or university or

Master’s Degree, Ed.D. in Educational Leadership, Elementary Education, Secondary Education, Curriculum & Instruction, or another related field

Instructional or supervisory/administrative work

One year of experience as an Education Consultant 1

Other Qualifications:

Master’s Degree, Ed.D. or Ph.D. in Educational Leadership, Elementary Education, Secondary Education, Curriculum & Instruction, or another related field is preferred

5 years of experience in teaching or supporting instruction with Tennessee’s RTI²-A and RTI²-B frameworks with experience across a varied demographic of students with a variety of learning needs

Experience in various grade levels is preferred

Experience

Experience in facilitating groups, developing and providing professional development.

Experience working with teachers, administrators, and other key stakeholders in a variety of settings.

Working knowledge of Tennessee State Academic Standards, RTI²-A and RTI²-B Frameworks, Gifted education, and Child Find processes for the purpose of developing implementation guidance, providing technical assistance, and professional development.

Working knowledge of TN 2016 Dyslexia Law, TN Literacy Success Act, TN Investment in Education Act, ESSA, and IDEA.

Working knowledge of the TN universal screening process and participation in data-based decision making

Working knowledge of best practices in academic and behavior interventions, strategies, scaffolding, access, etc.

Knowledge, Skills, & Abilities:

Developing and updating TDOE RTI²-A and RTI²-B guidance documents throughout the year and annually.

Supporting engagement opportunities for a variety of stakeholders and content leads such as dedicated office hours, communities of practice, and support for professional learning communities.

Supporting PD to build understanding of RTI²-A and RTI²-B frameworks, data-based decision making, the role of RTI²-A and RTI²-B in special education referrals, and the design of tiered intervention and Tier I instruction.

Supporting PD to build understanding of classroom evidence-based practices for ALL students in the general content classroom.

Supporting Senior Manager of Intervention with stakeholder engagement opportunities and technical assistance related to supporting the implementation of RTI²-A and RTI²-B instruction and intervention needs.

Supporting LEAs with the administration of universal screening processes (K – 12) and the reporting of data for the universal reading screener (K – 3), as well as the use of developed materials to support data-based decision making.

Collaborating with the Manager of Statewide Dyslexia Strategy to ensure normed language regarding topics related to characteristics of dyslexia and dyslexia, including dyslexia-specific intervention and ILP-Ds.

Supervisory Responsibility:

This position will not include supervisory responsibilities of other employees.

Work Environment:

The duties will primarily be carried out indoors, in environmentally controlled conditions. The employee will be required to perform general physical abilities and handle and move objects.

Physical Demands:

Physical demands include walking, standing, bending, lifting, climbing stairs, and moving during working hours.

Position Type and Expected Hours of Work:

This is a full-time position. Expected work hours are 37.5 hours per week, from 8-4:30pm with an hour lunch break.

Travel:

This position will work primarily from a remote location at this time. The position requires approximately 30% travel for the purpose of district support. Demands for travel vary throughout the year.

Other Duties:

To Apply: Visit https://stateoftn-careers.ttcportals.com/search/agency/education/jobs

Senior Director of Educator Leadership

Department: Academics (Human Capital)

Classification (Payroll Title): EDUC PROGRAM DIRECTOR 2

Position Number: 17412

Reports to: Assistant Commissioner of Human Capital

Last Revised Date: 4.1.2025

Anticipated Salary Range: The anticipated annual salary range for this position is $100,000-$110,000. In addition, a comprehensive benefits package is included.

To Apply

Please submit your resume, cover letter, and three professional references to John Sims-Jones ([email protected]).

Location Notes: This position will work primarily from a home residence pursuant to the Department’s Alternative Workplace Solutions (AWS) policy. Multiple in-person days per month may be required at the office address listed below or at other satellite locations in the state, as business need requires:

Tennessee Department of Education
Andrew Johnson Tower
710 James Robertson Parkway
Nashville, TN 37243

Department of Education Vision: We will set all students on a path to success.

Priorities: Academics: All Tennessee students will have access to a high-quality education, no matter where they live. Student Readiness: Tennessee public schools will be equipped to serve the academic and non-academic needs of all students. Educators: Tennessee will set a new path for the education profession and be the top state to become and remain a teacher and leader.

Position Summary:

The Senior Director of Educator Leadership is a key member of the Human Capital Division’s leadership team within the Office of Academics. The person in this role will drive key processes and design core content used to achieve our Human Capital vision for Tennessee to be the top state to become and remain a teacher and leader. This individual will collaborate frequently with lateral colleagues in the Human Capital Division, colleagues in the Office of Academics, members of the department’s Executive Leadership Team, and other department colleagues in order to advance the role’s goals and objectives.

The Senior Director of Educator Leadership supports the Human Capital Division in the strategic development and implementation of the full vertical of educator leadership initiatives across the state – from educator pipelines to networks for in-service practitioners. The department is seeking an individual who is skilled in both school leadership and project management and displays a strong commitment to pursuing new and innovative strategies for improving educational outcomes in Tennessee schools.

Required Education and Knowledge:

- Education:

o Graduation from an accredited four-year college or university; advanced degree preferred

- Experience:

o School based leadership experience (assistant principal of instruction or instructional coach required; principal or district leadership highly preferred)

o Proven school-based student achievement outcomes that are the result of applicant’s leadership practices

o Significant experience planning and facilitating professional development for educators

o Strong knowledge base that aligns with key department priorities including early foundational literacy skills, high quality instructional materials (HQIM), and educator preparation, licensure, evaluation, and retention

o Prior experience with quantitative and qualitative data analysis preferred

o Prior experience in project management preferred

Essential Functions

Budget and Contract Management: Manage educator leadership budget and contracts related to leadership workstreams, ensuring that all contracts have a contract management plan, designated contract owner, timely payment of invoices, and a designated spend plan with a clear return on investment strategy. Ensure all procurement procedures are followed by the program team.

Human Capital Technical Assistance Hub: Support the division with the launch of the state’s newest initiative related to educator pipelines. This work aims to accomplish four key priorities in consultation with a strategic partner: 1) expanding educator pipelines, with a focus on registered educator apprenticeships (i.e., teachers, expansion to principals) and regional access to affordable, high-quality EPP coursework, 2) providing high-quality mentoring (e.g., pre-service and in-service), 3) strategic staffing and differentiated pay, and 4) recruiting and retaining educators.

Policy and Legislative Affairs: Ensure educator leadership team follows all relevant statute, rule, and policy. Makes presentations and recommendations to the State Board of Education, as needed. Supports the Human Capital Division during legislative session with the completion of proposals, bill analyses, and fiscal notes.

Registered Educator Apprenticeship Program Sponsorship: Ensure Tennessee meets all responsibilities for the administration and operation of registered educator apprenticeships through making key decisions about the apprenticeship structure, managing any partnerships and intermediaries, and supporting entities providing related instruction and support for recruitment of apprentices and mentors. Sustain and grow teacher apprenticeships and pre-apprenticeships; launch principal apprenticeships in the state.

School Leader Training and Development Support: Work to expand development and collaboration opportunities for school leaders and aspiring school leaders across Tennessee through the management of existing programs (e.g., Rural Principals Network, Aspiring Administrator Preparation Network) and conduct landscape and stakeholder analyses to determine additional statewide needs. Create and implement statewide strategic plan in consultation with department leadership. Develop professional learning content independently and/or in consultation with vendor support.

TASL Academy Support: Supervise the Tennessee Academy for School Leadership (TASL) Manager. Provide support and guidance to ensure that instructional leaders have access to high quality, effective training designed to improve practice and generate positive outcomes for Tennessee students.

Teacher Leader Training and Development Support: Ensure opportunities exist for teachers to upskill their practice through the maintenance and development of additional endorsement pathways. Partner with the Senior Director of Educator Preparation to deepen the state’s vision for clinical mentorship as a leadership pathway for teachers. Develop professional learning content independently and/or in consultation with vendor support.

Tennessee Instructional Leader Standards (TILS) Review and EPP Reviews: Collaborate with key stakeholders on the review of state instructional leader standards and make recommendations for revision as needed. Work to ensure that standards are rigorous and well-aligned with key priorities for effective school leadership in Tennessee. Support Educator Preparation team with conducting EPP comprehensive reviews and instructional leader SAP proposal reviews.

Knowledge, Skills, & Abilities

Communication:
- Capacity to clearly and effectively present complex information, as well as translate complex information into content designed to meet audience need
- Ability to facilitate engaging content to audiences of various sizes that include multiple stakeholders
- Technical writing skills, including ability to independently produce guidance resources, reports, and presentations
- Written and verbal communications are highly accurate with an impeccable attention to detail
People Management:
- Proven track record of success leading team(s) to meet rigorous goals and outcomes despite obstacles
- Ability to successfully mediate conflict between individuals and groups
- Creates a feeling of belonging and a strong team morale
- Fosters open dialogue and collaboration among the team and department
Project planning and management:
- Ability to set goals for various project and work streams and backwards plan to ensure timelines, milestones, formative, and summative metrics are achieved along the way
- Capacity to plan and implement large scale, statewide projects through multiple layers of a delivery chain
- Ability to independently balance multiple projects of varying levels of prioritization and workstreams while meeting deadlines across projects
- Strategic agility in ability to quickly reprioritize when goals and objectives shift, as well as being able to conduct accurate cost-benefit analyses for proposals
Relationship building:
- A tendency to consistently consider the needs of internal and external customers, to provide service at a high level of quality, and to evaluate customer satisfaction
- Passion to build and maintain positive and effective working relationships with teammates on Educator Leadership, within Human Capital, and across other teams within the department, as well as statewide stakeholders, external partners, and vendors
- Ability to effectively collaborate with members across multiple teams to resolve issues in a timely manner that mitigates harm

Supervisory Responsibility

The Senior Director of Educator Leadership manages the Educator Leadership Team, which consists of multiple direct reports.

Work Environment

The duties will primarily be carried out indoors, in environmentally controlled conditions.

Physical Demands

Physical demands include walking, standing, bending, lifting, climbing stairs, and moving during working hours. The employee will be required to perform general physical abilities and handle and move objects.

Position Type and Expected Hours of Work

This is a full-time, 12-month/year position. Expected work hours are 37.5 hours per week, from 8 a.m.- 4:30 p.m., with an hour lunch break.

Travel

10 - 15% of time will be spent traveling.

Other Duties

Tennessee Department of Education also provides reasonable accommodations to qualified applicants and employees with disabilities. If you need an accommodation during the application process, please contact the Human Capital team at 615-741-5158. You can also direct your request for accommodation in writing to the Tennessee Department of Education, Attn: HR 710 James Robertson Pkwy., Nashville, TN 37243.

Special Education Teacher

Salary: Salary is based on State Special Schools Salary Scale

Reports to: Building Principal

Location Notes: This is an in-person position at the address below:

Tennessee School for the Blind

115 Stewarts Ferry Pike

Nashville, TN 37214

General Description:

The role of the Special Education Teacher was created to assist in the teaching process, including supervising students in the classroom and other designated areas, creating lesson plans, delivering instruction, collaborating with colleagues, and addressing inquiries from students, parents, and guardians regarding the curriculum and student development. This job reports to the building Principal.

Minimum Qualification

· Minimum of a bachelor’s degree with certification as specified by state and federal standards for the teaching position held. master’s degree is preferred.

· Must have or be willing to obtain ESL endorsement within a specified period.

· Tennessee Teaching Endorsements: 461 or 462