Early Childhood Coach

Job Title: Early Childhood Coach Department: Academics Reports To: Content Manager, Early Childhood Education Compensation: EG-3 Number of Days: 12 Months Security Access: Wilson Teaching and Learning FLSA: Exempt Oklahoma Teacher’s Retirement: Mandatory Participation Bargaining Unit: N/A Funding Source: District Paid Last Revised Date: June 2026 Mission: Our students lead through literacy, are empowered through experience, and contribute to their community. Vision: Tulsa Public Schools honors the diversity, creativity, and passion of our students, elevating every student to be designers of their destiny. Core Values: Our core values guide how we work and interact with each other at every level of the organization. We embrace and embody these values every day: ● Equity: We know that our diversity is a community treasure, and we are committed to dismantling practices and systems that perpetuate inequalities, being actively anti -bias, anti-racist, and working toward justice and opportunity for all. ● Character: We are honest, trustworthy and have high standards of behavior. We make decisions based on what our students and community need, and we do the right thing even when it is hard. ● Excellence: We work together to give Tulsa the world- class schools it needs and deserves. We expect a lot from one another, and we support one another in achieving our shared, high expectations. ● Team: We care for one another and work together to celebrate success, learn from struggles, and work to help every team member be their best selves. ● Joy: Joy at school and at work makes us more productive, because when we create, innovate, and imagine, our motivation grows. Also, we love to have fun! Position Summary: The Early Childhood Coach supports teacher development in Tulsa Public Schools, with a focus on early childhood education. This role helps teachers grow their skills and improve student outcomes. The Early Childhood Coach designs and leads both in- person and virtual professional learning focused on early childhood content, including academic and social -emotional development, effective teaching practices, and district curriculum and assessments. This role provides ongoing coaching and support to teachers and teacher leaders through observations, feedback, and professional learning communities, with the goal of strengthening teaching practices and increasing student achievement. Supports include observations, coaching conversations, in- class coaching, growth- oriented feedback, and cohort -based professional learning. Key Functions: • Designs and delivers in- person and virtual professional learning for early childhood teachers and teacher leaders • Provides coaching, modeling, and growth- oriented feedback to improve teacher practice • Uses data to identify development priorities and track teacher progress • Supports teacher leaders in facilitating professional learning communities • Partners with school leaders to support effective professional learning across sites Minimum Qualifications: Education: • Bachelor’s degree in education Experience: • Proven track record of raising student achievement • Demonstrated commitment to educational equity • Four (4) years early childhood teaching experience (preferred) • Two (2) years of mentor/coaching experience (preferred) Licenses and Certifications: • Hold a valid Oklahoma Teaching Certificate Knowledge, Skills, and Abilities: • Proficient in Microsoft Office Suite and Google Office Suite • Bilingual in Spanish (preferred) • Strong knowledge of early childhood education, including best practices, curriculum, and state standards • Understanding of instructional frameworks, lesson planning, and high- quality classroom materials • Experience designing and delivering effective, standards -aligned professional development • Knowledge of adult learning best practices, especially content -focused training for educators • Ability to provide clear, actionable coaching and feedback that improves teacher practice • Ability to analyze teacher and student data to identify trends and drive improvement • Strong communication and relationship- building skills • Ability to motivate and support both teachers and students • Flexible, positive, and committed to continuous growth and improvement Responsibilities and Essential Functions: The following duties are representative of performance expectations. A reasonable accommodation may be provided to enable a qualified individual with a disability to perform essential functions. • Demonstrates knowledge and expertise of district curriculum and early childhood best practices • Curates resources to support implementation of the district -adopted curriculum and assessments • Plans and leads engaging in- person and virtual training for early childhood teachers • Designs learning aligned to state standards, curriculum, and district goals • Sets clear goals for teacher practice and student learning • Adjusts training based on data and teacher/student needs • Provides ongoing teacher coaching through classroom observations and feedback • Supports teachers with planning, instruction, and analyzing student learning • Tracks teacher progress and supports growth toward goals • Models effective teaching through co -teaching and demonstration lessons • Uses data to identify trends and target areas for improvement • Monitors and reports on teacher progress • Supports school teams in reviewing data and setting goals • Promotes a culture of high expectations and continuous improvement • Partners with school leaders to support teacher development • Partners with teachers and school leaders to support implementation of district -adopted curricular resources and assessments • Supports and strengthens professional learning communities (PLCs) • Builds strong relationships with teachers and staff • Serves as a liaison between schools and district teams to ensure productive understanding and use of district policies, resources, and professional learning • Completes additional tasks as assigned Customer Contacts: ● Internal: TPS District Employees ● External : Students, families, community members, community organizations Supervisory Responsibility: • Does not directly supervise any individuals Working and Physical Conditions: The physical demands and work environment characteristics described here are representative of those an employee may encounter while performing the essential functions of this position. Exposure to the following conditions may range from rare to frequent based on circumstances and factors that may not be predictable.  • Physical requirements consistent with an office setting • Comfortable working in a classroom setting • Occasional to frequent travel between district sites Tulsa Public Schools is committed to building a diverse and inclusive team of individuals who contribute to the district's mission with their talents, skills, and energy. Tulsa Public Schools is an equal opportunity employer and does not discriminate on the basis of race, religion, color, national origin, sex, sexual orientation, gender expression, gender identity, pregnancy , disability, genetic information, veteran status, marital status, age , or any other classification protected by applicable law. Tulsa Public Schools also provides reasonable accommodation to qualified applicants and employees with disabilities. If you need accommodation during the application process, please contact the district's ADA Coordinator at ada@tulsaschools.org. You can al so direct your request for accommodation in writing via mail to the Tulsa Public Schools Education Service Center, Attn: ADA Coordinator, 3027 S. New Haven Ave., Tulsa, OK 74114- 6131.