• Responsible for coordination of early childhood/early childhood special education (EC/ECSE) professional development, resources, and information dissemination, as directed by the VDOE, to support EC/ECSE personnel in improving practices that facilitate higher student performance and academic outcomes for preschool students with disabilities.
• Responsible for the coordination and implementation of statewide early childhood events, to include working with VDOE leadership and other ECSE TTAC coordinators in planning and carrying out these events.
• Responsible for providing support for systems change initiatives, as well as TTAC Region 5 school improvement efforts.

• A Master’s degree or higher and licensure (or eligibility for licensure) in Early Childhood Special Education or a related field.
• Knowledge of effective research-based practices and current issues in Early Childhood Special Education.
• At least three years early childhood teaching experience, preferably in an inclusive program, including experience working with a team of professionals to provide age and developmentally appropriate services to young children, birth through five years.
• Knowledge of Early Childhood Special Education research-based inclusive practices, curriculum and curriculum-based assessment, specialized instruction, and the ability to collect, analyze and use data to inform decisions.
• Reliability in CLASS (or expectation to achieve within second year of employment).
• The ability to communicate clearly, both orally and in writing, to individuals and groups.
• Demonstrated skills and experience in collaboration, teaming, and building relationships with teachers and administrators, including district-level school administrators.
• A demonstrated commitment to diversity, access, and inclusion.

• A minimum of five years teaching experience in a public-school setting. Division or state-level experience is preferred but not required.
• Experience working in a diverse setting or experience addressing diversity, equity, and inclusion.
• Effective collaboration with colleagues to plan and provide individual and site-based technical assistance.
• Ability to provide training and follow-up coaching on research-based instructional and behavioral practices, use of technology to augment instruction, and strategies for effective inclusion of students with disabilities, including universal design for learning, differentiation, and specially designed instruction.
• Ability to analyze data, identify needs, and collaboratively plan and provide professional development activities.
• Knowledge of adult learning principles.
• Pursuit of personal professional development and training in areas relevant to the TTAC mission and vision.