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Career Opportunities - Temporary/Part-Time

The Tennessee Department of Education is seeking educators and non-educators for the section E textbook adoption for English Language Arts, Career and Technical Education, and—the newly added category—Alternate Academic Instructional Materials (AAIMS). AAIMS are instructional materials specifically designed for students with significant cognitive disabilities.

We are looking for qualified and passionate educators and non-educators who are committed to ensuring that Tennessee students have high-quality instructional materials. Those with content expertise in each ELA grade level, high school ELA electives, law, public safety, corrections, security, government and public administration, hospitality and tourism, and special education should apply.

Applicants chosen to be part of the review teams will attend trainings throughout the review process to develop deep expertise in selecting instructional materials. We have developed a rigorous screening instrument for each grade level and subject area to guide reviewers’ evaluations of materials. Selected reviewers will be thoroughly trained on the screeners and how to successfully determine what high-quality instructional materials look like. Review panelists will be assets to their districts for advising future textbook selection committees.

We are seeking ELA reviewers with knowledge of integrated and spiraled instruction for ELA standards, CTE subject reviewers with credentials in the respective course, and special education reviewers who have experience teaching and working with students with cognitive disabilities who would benefit from AAIMS.


  • a certification in the grade level/subject area that the applicant is applying for (educators only);
  • knowledge of the standards for ELA, CTE, or AAIMS;
  • a belief that instructional materials are an important component to ensuring standards-aligned instruction;
  • strong organizational skills and the ability to meet deadlines;
  • effective oral and written communication skills; and
  • the ability to provide actionable professional feedback quickly and accurately.

Commitment Details:

Selected applicants for core ELA K–12 courses must attend a two-day, in-person training in Nashville on Feb. 23–24. Reviewers for all content areas must attend a mandatory, in-person orientation and training in Nashville on April 13–14. Additional webinar sessions and meetings are potential obligations within the timeframe of the contract. Selected applicants will receive a stipend for their work and reimbursement for required travel.

To Apply:

Application links for each subject area are found here: ELA, CTE, AAIMS.

Please apply only for the grade level/subject area(s) you are certified in (educators only). The deadline to apply is Friday, Nov. 30.

The Tennessee Department of Education’s division of teachers and leaders is accepting applications for a summer internship to support the educator talent team. The educator talent team supports the state’s efforts to improve recruitment, retention, compensation, and recognition of educators in Tennessee. The team supports districts in utilizing educator evaluation data to drive human capital decision making and works with districts across to state to develop and implement differentiated pay plans and innovative compensation systems. In addition, the team manages the state’s educator recognition programs, including Teacher, Principal, and Supervisor of the Year.

The teachers and leaders division seeks to ensure that all students have access to an effective teacher and leader in every classroom and school in Tennessee. Its mission is to promote policies, systems, and practices that support districts, schools, an educator preparation providers in developing and sustaining an exceptional educator workforce.

The intern will support the educator talent team by providing additional capacity at the cross section of work across educator talent initiatives. This person must be based in the Nashville office. The position is anticipated to be 20 hours per week with the potential for flexible scheduling of hours.

Potential Projects

  • Collect analyze district implementation updates of differentiated pay plans between October and November 2018
  • Supporting data analysis in TNCompass and drafting business rules/processes and other relevant communication
  • Research best practices in human capital management, specifically in the areas of recruitment, selection, and staffing/assignment, with an emphasis on rural areas and increasing diversity
  • Support the team in developing training tools, resources, webinars, and presentations on effective recruitment, hiring, and selection practices
  • Provide logistical support for the Human Capital Network convenings and recognition events
  • Review and identify innovative best practices across district differentiated pay plans to be shared with teacher leader cohorts and relevant stakeholders
  • Additional responsibilities as assigned to support the educator talent team


The ideal candidate will have:

  • Experience with data analysis, including establishment of systems to track and communicate about data metrics
  • Strong analytical and writing skills with precise attention to detail
  • Excellent work ethic, high standards for work product, and the ability to manage towards ambitious timelines
  • A self-starter mindset with ability to take initiative in moving projects forward both collaboratively and independently
  • Experience in financial modeling, budgeting and performance monitoring is preferred
  • Strong interpersonal and communication skills in order to interact and develop relationships with multiple internal and external stakeholders


To apply, please submit a resume and a cover letter describing your interest in this position to While there is no application deadline, applicants will be screened on an ongoing basis.

Pursuant to T.C.A. § 49-6-101, the department awards funding to Voluntary Pre-K (VPK) programs selected through a competitive grant application process. The VPK application addresses the 10 standards of program quality determined by the department’s office of early learning and selection is based on applicants’ ability to meet rigorous requirements related to quality.

Therefore, it is imperative to have a strong review and scoring process for the anticipated 140+ applications that will be submitted in February 2019.

Purposes of the VPK Application Scoring

Based on VPK application scores and narrative feedback, the office of early learning will be able to:

  • Identify high-quality VPK programs that have a demonstrated need for a VPK program in their area.
  • Identify VPK programs whose plans show the need for a plan of action or training.
  • Provide narrative feedback to districts to increase quality in all programs.
  • Determine the district allocations for the 2019-20 school year.

Solicitation Introduction

Fifteen to twenty individual contracts will be awarded for the purpose of scoring Voluntary Pre-K Program applications and providing detailed feedback to districts. The contract period will begin January 22, 2019 and end on April 30, 2019, not to exceed twenty individual contracts.

The awarded contracts will begin January 22, 2019 and will be compensated at an estimated rate of $100 per application scored (including providing feedback to the applicant), not to exceed

$2,500 per total contract. Contractors will also be paid $200 for completion of training and will be reimbursed for travel expenses associated with training, not to exceed $800.

Contractors must meet the following minimum requirements:

  • Be knowledgeable and experienced in early childhood education, be familiar with developmentally appropriate practice, and have experience in program evaluation or leadership.
  • Be available for a one-day face-to-face training on Friday, January 25, 2019 (preferred) or a one-day remote training on January 28, 2019 (if needed).;
  • Demonstrate an ability to score applications accurately and in accordance with the scoring rubric;
  • Demonstrate strong writing skills to provide substantive narrative feedback in accordance with departmental guidance; and
  • Be able to commit to a schedule that will require them to score an average of 3-5 applications each week.

Responsibilities of the Contractor(s)

To ensure timely funding decisions and provide feedback to districts, the contractors must agree to complete all scoring no later than March 22, 2019. The contractors must sign a Conflict of Interest Disclosure Statement and a Confidentiality Statement for each district they review. No one directly involved in writing a VPK grant for their district will be eligible to apply.

Trainings and Meetings

  • The contractors must be available for a one-day face-to-face training on January 25, 2019 (preferred) or a one-day remote training on January 28, 2019 (if needed).
  • To ensure inter-rater reliability, the contractors must attend training and agree to score between 2–5 sample applications, between the training date and the beginning of the scoring process.
  • As the need arises, the contractors must also be available for recalibration training throughout the scoring process.

Records and Reports

  • The contractors must return scoring documentation with specific, narrative feedback as determined by the department for each application scored.
  • The contractors must maintain confidentiality of scoring reports and applications at all times.
  • The contractors shall be readily available through the contract term of April 30, 2019 to provide timely follow-up information requested by the department, including clarifying details that assist in the scoring process and recalibration, if needed.

How To Apply

Applicants will submit a resume, letter of interest detailing qualifications and understanding  of the position (as outlined in scoring rubric), and two completed reference forms. Applicants may be asked to respond to an additional prompt demonstrating their understanding of the scope of the work. Responses to this solicitation must be submitted electronically, preferably as one PDF file, to no later than 4 p.m. Central Time, December 14, 2018.

If you have any questions, please contact Jessica Lord at

The department reserves the right to determine, at its sole discretion, the appropriateness and adequacy of responses related to this solicitation. Contracts are subject to funds availability and final approval by the state procurement offices.

Reference Form

For consideration, applicants must submit two completed reference forms with application materials that detail experiences applicable to this solicitation. References must be of a professional nature and available for follow-up questions related to this application.

Applicant Name:
Reference Name:
In 2-3 sentences, please detail your professional relationship to the applicant:
In 5-7 sentences, please explain the applicant's experience and qualifications that relate to this position in scoring Voluntary Pre-K Program applications and providing detailed feedback to districts:    

Scoring Rubric

For consideration, applicants must submit a letter of interest with responses to items below, 2-3 completed reference forms, and a resume’ outlining experiences that apply to this solicitation. Applicants must address all items (below) and provide the information and documentation as required.

A proposal evaluation team, made up of three or more state employees, will independently evaluate and score the response to each item. Each evaluator will use the following whole number, raw point scale for scoring each item:

0 = little value

1 = poor

2 = fair

3 = satisfactory

4 = good

5 = excellent

The three evaluation scores will be averaged. The department will select the highest scoring applicants meeting the criteria.

Respondent Legal Entity Name:  
Response page # (respondent
Item ref. Technical qualifications, experience, & approach items Item score Evaluation factor Raw weighted score
  1. Provide a letter of interest, resume, and two reference forms that outline expertise in early childhood program analysis, grant analysis, and experience(s) in an early
childhood setting.
  2. Provide a narrative that illustrates the applicant's understanding of the department's requirements and project schedule in relation to the requirements of the Voluntary Pre-K Grant analysis
  3. Provide a narrative that illustrates how the applicant will complete the scope of services, accomplish required objectives, and meet the department's project
  4. Provide a narrative that expresses any conflict(s) of interest the applicant may have from working directly with any of the early childhood programs or professionals
in any of the Tennessee school districts.
  5. Provide a narrative that illustrates the applicant's expertise and prior experience that would enhance the respondent's ability to:
  • be able to analyze grant applications effectively against specific criteria,
  • be able to clearly express evaluations in writing, and
  • be interested in contributing to the advancement of knowledge.
  6. Provide a narrative detailing the applicant's experience in grant analysis and alignment review. -OR- Provide a narrative detailing the applicant's experience in the governance of a program budget, allowable
expenditures, and/or budget planning.
  7. Provide two reference forms that address the applicant's familiarity with early childhood programs and the ability to
analyze program quality.
        Total Raw Weighted Score:
(sum of raw weighted scores above)
Total Raw Weighted Score X 100
(maximum possible score)
Maximum Possible Raw Weighted Score
(i.e., 5 x the sum of item weights above)
= SCORE:    

Pursuant to the State of Tennessee's policy of non-discrimination, the Tennessee Department of Education does not discriminate on the basis of race, sex, religion, color, national or ethnic origin, sexual orientation, age, disability, or military services in its policies, or in the admission of, access to, treatment, or employment in its programs, services, or activities.