Tier 1 Services Specialist
Job in
Oak Ridge, Anderson County, Tennessee, 37830, USA
Listing for:
Sylvania
Full Time
position
Listed on 2026-02-06
Job specializations:
-
Education / Teaching
Special Education Teacher, Academic, Special Needs / Learning Disabilities, Teacher Assistant/ Paraprofessional
Job Description & How to Apply Below
Internal/External Employment Opportunity
- Posting Date: January 22, 2026
- Position: Tier 1 Services Specialist
- Location: Oakridge Lower and Upper Elementary Schools
- Hours: 7:30am-4pm
- Position Overview: Non-affiliated, non-administrative contract, salary
The Tier 1 Services Specialist is a critical instructional leader and expert coach responsible for ensuring the implementation and effectiveness of high-quality, universal (Tier
1) practices across the school. This role serves as a key liaison between the school administration and classroom teachers and support staff, focusing intensely on instructional excellence, fidelity of core programs, data-driven decision-making, and continuous school improvement. The Specialist is dedicated to building the capacity of staff and ensuring that all students receive rigorous, standards-aligned, and equitable instruction. The Specialist also drives the implementation and sustainability of Classroom PBIS (Positive Behavior Intervention and Support) systems to enhance proactive, preventative Tier 1 classroom management.
The ultimate goal is to foster positive learning environments, reduce disciplinary incidents, and promote a safe and supportive school climate where all students feel like they belong and can succeed.
Qualifications:Master's Degree in Education, Curriculum & Instruction, Educational Leadership, or a related field.Highly successful classroom teaching experience with documented impact on student achievement, school climate, and continuous improvement systems.Demonstrated experience as an instructional coach, mentor, or teacher leader in a school setting.Expertise in Multi-Tiered System of Supports (MTSS)/Response to Intervention (RTI) frameworks, advanced data analysis, instructional coaching cycles, and monitoring fidelity of implementation.Experience in providing leadership, professional development, and coaching that targets research, strategies, and modeling to support staff in their implementation of restorative practices, MTSS, RTI, and PBIS in all student environments.Experience in leading classroom, building, or district-level initiatives to improve student behavior, culture, relationships, parent engagement, and student attendance.Strong knowledge of classroom management strategies and social-emotional learning frameworks.Knowledge of Functional Behavior Assessments (FBA), function-based interventions, and Positive Behavior Support Plans (PBSP).Strong knowledge of educational technology and emerging applications to enhance teaching and learning.Duties & Responsibilities Supported by Grant FundsExamples of key duties are interpreted as being descriptive and not restrictive in nature.
Coaching and Curriculum, Instruction, and Assessment FidelityProvide targeted, job-embedded, non-evaluative coaching to classroom teachers on curriculum pacing, high-leverage instructional strategies, differentiation, rigorous lesson design, and culturally responsive pedagogy.Coach, train, and support teachers through developing written curriculum, selecting primary resources of instruction, and creating standard-based assessment through district processes and platforms.Provide job-embedded non-evaluative coaching in the implementation of Tier I PBIS, such as classroom management systems.Model specialized positive behavior interventions for staff in which “at risk” students thrive, including interventions that are explicit, intensive, accelerated, and provide ample practice.Coach, train, model, and support teachers to understand how to apply student handbook guidelines and procedures, balancing appropriate discretion with restorative practices.Coach, train, model, and support staff in the monitoring of the fidelity of implementation (FOI) of core universal instructional and behavioral initiatives utilizing standardized observation and data collection tools to objectively measure whether practices are being delivered as intended.Utilize FOI data alongside student outcome data to inform program effectiveness and teacher support needs.Coach, train, model, and support school staff on establishing and maintaining positive, productive, and responsive learning…
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