Statewide Early Learning Coordinator - Vacancy ID: 178935

RESPONSIBILITIES The Statewide Early Learning Coordinator supports the WI Department of Public Instruction’s (DPI) efforts to build capacity at state, regional, district/school levels for educators to implement evidence-based, inclusive early literacy strategies. This role aligns with WI's Results Driven Accountability efforts to improve outcomes for learners with IEPs and advance DPI’s equity-focused agenda. The position primarily focuses on the Implementation Zone, a DPI project dedicated to accountability under IDEA’s Indicator 17 requirements, in addition to other DPI-determined projects funded through IDEA with a focus on literacy outcomes for students with IEPs. The role’s primary function is to build critical capacity for implementing, improving, scaling, and sustaining evidence-based early literacy practices. Responsibilities include: 1 Introduce and create readiness for an implementation science informed approach, as outlined by the National Implementation Research Network (NIRN, 2005), that strengthens programs, practices, and processes related to effective and inclusive literacy instruction for early learners, especially those with IEPs 2 Use multiple data types through improvement cycles to prepare and examine competency (selection, training, coaching) and organizational (data systems for decision-making) drivers of implementation to strengthen early literacy practice fidelity 3 Tailor support and strategies for coaches, leadership, teams, districts/schools, and additional interested parties to use effective and inclusive early literacy practices within implementation frameworks 4 Based on needs, goals, and context of partners and additional interested parties, co-design implementation tools, resources, and models that support educators’ use of effective and inclusive early literacy strategies 5 Provide adaptive and technical leadership for implementation and improvement at state, regional, district, and school levels that support early literacy strategies and data use These responsibilities are accomplished by collaborating with the DPI, its Special Education team, and individuals representing districts/schools, Cooperative Education Service Agencies (CESAs), and other organizations. The position may entail up to 40% in-person work in districts/schools. KNOWLEDGE, SKILLS, & ABILITIES Knowledge: - Implementation science, especially NIRN’s Guiding Principles and Core Competencies for Implementation Practice - Projects and topics related to district/school implementation and improvement, including WI’s Continuous Improvement Criteria and Rubric, ESSA/IDEA federal identifications and improvement requirements, and best practices in systems change and school turnaround - Wisconsin’s Model Early Learning Standards, Wisconsin’s Standards for English Language Arts (2020), and Wisconsin’s Essential Elements for English Language Arts (2022), particularly in 4K through grade 2 - Projects and topics related to early literacy, including social and emotional learning, universal design for learning, Framework for Equitable Multi-Level System of Supports (MLSS), and Wisconsin statutes related to early literacy Skills and Ability, both in-person and virtually: - Lead for equity including understanding historical context of who has/has not benefited from systems of oppression, and championing needs of learners who are marginalized - Effectively assess needs, plan, design, deliver, and evaluate professional learning - Coach individuals and district/school teams - Work independently - Collaborate with and identify as part of a team, problem solve, and engage in planning and activity using implementation science - Effectively build, develop, and maintain strong relationships and credibility to ensure a culture with conditions necessary for shifting adult behaviors, mindsets, values, and beliefs - Use procedures and tools for data gathering, analysis, and reporting, as well as use a variety of data for informing instruction and other decisions - Employ analytical skills that include understanding how to identify key trends and themes in data (programmatic, fidelity, and outcome), translate into clear action steps, and monitor progress, as well as facilitating Plan-Do-Study-Act cycles with teams - Manage projects and design implementation processes and protocols that use systemic and systematic change to improve reading outcomes - Self-direct and prioritize among competing goals, exhibit flexibility, and drive results in a fast-paced environment - Excellent written and verbal communication and presentation skills with keen attention to detail Required: - Bachelor's or post-graduate degree in elementary education, early learning, or other related field - District- and/or school-based experience, preferably as an elementary teacher, coach, administrator, and/or certified reading specialist - Valid Driver’s License and ability to travel statewide, including some overnight travel