Career Opportunities

Academics-Special_Education_Intervention_Programs

Office: Academics 

Classification (Payroll Title): EdCon3

Position Number: 1005804

Reports to: Assistant Commissioner of Special Education and Intervention 

Contract Position: Position would end September 30, 2024

Last Revised Date: July 2022

Location Notes: Remote but must be located within TN

  

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. Whole Child: Tennessee public schools will be equipped to serve the academics 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 Statewide Dyslexia Coordinator position within the Special Education and Intervention Program team will provide statewide leadership, coordination, and technical assistance for instruction, screening, and dyslexia-specific interventions for students with characteristics of dyslexia. This coordinator will provide content expertise for aligning the Response to Intervention and Instruction (RTI2) framework, Reading360 literacy initiatives, state and federal legislation. The individual will ensure that students with characteristics of dyslexia are meaningfully engaging in high-quality learning experiences with the individualized supports needed to ensure they are equitably and independently accessing postsecondary opportunities that lead to their life goals.    

Minimum Qualifications:  

Education: Minimum of a Bachelor’s degree in education. Master’s degree in reading or related career field preferred. Preferred applicants will hold a certificate in dyslexia training or reading intervention specialist endorsement. 

Experience: At least five (5) years of experience in full-time professional educational or instructional work.  At least three years of field experience in screening, identifying, and intervening with students who exhibit characteristics of dyslexia. Highly trained in characteristics of dyslexia and related disorders including best practice interventions and treatment models for characteristics of dyslexia.

Applicants may be required to possess a valid driver’s license. The applicant should reside in Tennessee 

  

Essential Functions:

 

·       Provide active leadership and support for effective instructional strategies, techniques, and methods grounded in research focused on improved achievement for students with characteristics of dyslexia.

·       Assist with developing an Instructional Learning Plan: Characteristic of Dyslexia (ILP-D) aligned to TISA rules and support districts in implementing the ILP-D framework.  

·       Facilitate the development of training materials that engage adult learners. 

·       Collaborate with the Special Education Programs, CTE, and CORE to align instructional support systems for Local Education Agencies (LEAs).  

·       Develop support plans for LEAs that require targeted support and lead efforts to revise and develop guidance for serving students with characteristics of dyslexia. 

·       Promote fidelity implementation of screenings, interventions and data-reporting.

·       Provide content expertise on dyslexia for educators.

·       Assist with monitoring and reviewing ILP for Characteristics of Dyslexia.

·       Create Characteristics of Dyslexia support materials for educators and families.

·       Share responsibilities for questions regarding Tennessee laws and rules about Dyslexia and Characteristics of Dyslexia. 

·       Serve as a primary source of information and support for LEAs in working with students with Dyslexia or related disorders.

·       Engage effectively with internal and external stakeholders.  



Knowledge, Skills, and Abilities 

Knowledge    

·       Knowledge of evidence-based reading instruction (I.e., structured literacy, sounds-first foundational skills instruction) and literacy acquisition.

·       Knowledge of diverse reading profiles, including characteristics of dyslexia and other reading disorders.

·       Understanding of how students’ reading difficulties may change over time, based on developmental patterns, literacy experiences, and prior instruction relevant to grade-level academic expectations.

·       Knowledge of reading assessments (i.e., universal reading screener, diagnostic reading assessments, progress monitoring, etc.) relevant to evidence-based practices with the Response to Instruction and Intervention (RTI2) Framework.  

·       Understanding of, or familiarity with, high-quality materials implementation and educator preparation for special education providers.  

·       Knowledge of how to coordinate statewide education projects and support large-scale implementation and small-scale intensive implementation. 

·       Knowledge of the performance management process for project plans, including developing new plans, reviewing/revising existing project plans, and reporting on the progress made. 

·       Understanding the cross-divisional connections required to ensure equitable access for students with characteristics of dyslexia. 

·       The ability to engage key stakeholders, communicate and collaborate effectively to improve outcomes for students. This includes strong written and verbal skills. 

Skills & Abilities 

·       Time management, work planning, and productivity 

·       Collaboration with internal stakeholders

·       Critical thinking and complex problem-solving. 

·       Data-driven decision-making effectively builds a case to drive decisions and justifies with 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 

This position has no 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 work hours. 

  

Position Type and Expected Hours of Work  

This is a full-time position. Expected work hours are 37.5 hours per week, from 7 a.m.-3:30 p.m. CT, with an hour lunch break.   

  

Travel 

This role may require occasional travel within the state.   

  

Other duties  

Please note this job description is not designed to cover or contain a comprehensive listing of activities, duties, or responsibilities required of the employee for their job. Duties, responsibilities, and activities may change at any time.   

To Apply:

Please send resume, cover letter, and contact information to Jennifer.Jordan@tn.gov

 

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 3724