At Amarillo College, our mission is: Transforming our community and economy through learning, innovation, and achievement. Every team member, regardless of job title or duties, is responsible first and foremost, for assisting students in every way. This is an exciting time to work for Amarillo College! We are seeking our next Texas School Ready (TSR) Coach who will be all-in on our mission and who provides direct coaching, training, and instructional support to early childhood educators participating in the Texas School Ready program. Working closely with the Texas School Ready Coordinator, this position is responsible for implementing coaching strategies designed to improve instructional quality, classroom practices, and child outcomes. The TSR Coach partners with educators, administrators, and program stakeholders to support implementation of the Texas School Ready Comprehensive Model through side-by-side coaching, co-teaching, instructional planning, classroom observations, reflective feedback, professional development, and data-driven instructional support. This position serves as a resource to participating educators by helping translate research-based instructional practices into effective classroom implementation while ensuring fidelity to grant and program requirements. This is a grant-funded position. Continuation is contingent on grant renewal.

EDUCATION

Required:

Bachelor's Degree in Early Childhood Education, Child Development, Education, Human Development, Family Studies, or a closely related field.

Preferred:

Master's Degree in Early Childhood Education, Child Development, Curriculum and Instruction, Educational Leadership, or a related field.

CERTIFICATIONS & LICENCES

:

Required:

Valid Texas Driver License with a clean three (3) year driving record.

Preferred:

Texas Teaching Certificate with Early Childhood certification, Licensed Child Care Director Credential, CPR/First Aid Certification, Coaching or Instructional Leadership Certification.

EXPERIENCE

Required:

Three (3) years of experience teaching preschool-aged children, Pre-K, Kindergarten, or other early childhood programs. Three (3) years of experience training, mentoring, coaching, or supporting adult learners.

Preferred:

Experience providing instructional coaching to educators. Experience in early childhood program implementation and professional development. Experience utilizing classroom observation tools, progress monitoring, and instructional planning strategies. Collaborate with the Texas School Ready Coordinator, Children's Learning Institute (CLI), and participating sites to support successful implementation of the Texas School Ready program. Provide direct coaching support to educators through side-by-side coaching, co-teaching, modeling, observation, instructional planning, and reflective feedback. Conduct classroom observations and provide individualized coaching to support educator growth and instructional effectiveness. Assist educators in implementing research-based instructional practices and strategies aligned with Texas School Ready program requirements. Support educators in understanding and utilizing progress monitoring data to guide instructional decisions and improve student outcomes. Collaborate with educators to develop lesson plans, classroom schedules, and instructional strategies that support child development and school readiness goals. Utilize a variety of coaching methods, including video reflection, goal setting, action planning, and feedback sessions to support continuous improvement. Meet with educators following classroom visits to facilitate reflective conversations, establish goals, and identify opportunities for growth. Utilize required coaching tools, classroom observation instruments, and program assessments to evaluate implementation and monitor progress. Provide written coaching feedback, recommendations, and follow-up support after classroom observations and coaching visits. Facilitate and support professional development activities, workshops, and training sessions required by the grant. Attend and successfully complete all required Children's Learning Institute training, coaching certification activities, and professional development opportunities. Participate in coaching camps, professional learning communities, conferences, and ongoing training required by the Texas School Ready program. Collect, maintain, update, and monitor program, educator, classroom, and student data as required by grant guidelines. Assist with the collection and submission of required reports, documentation, and supporting materials. Support classroom implementation of instructional materials, curriculum resources, and program initiatives. Collaborate with program staff to coordinate delivery and inventory of classroom materials and educational resources. Participate in required conference calls, meetings, site visits, and collaborative learning opportunities hosted by CLI. Maintain fidelity to the Texas School Ready Comprehensive Model and all grant requirements. Build and maintain positive working relationships with educators, administrators, community partners, and stakeholders. Maintain a high level of professionalism, customer service, confidentiality, and ethical conduct in all interactions. Participate in performance evaluations and coaching assessments conducted by CLI and Amarillo College. Assist with grant-related activities, special projects, and program initiatives as assigned. Perform other work-related duties as required. Knowledge of early childhood education, child development, and school readiness best practices. Knowledge of Texas Prekindergarten Guidelines, Texas Early Learning Guidelines, Head Start standards, and Child Care Licensing requirements. Knowledge of adult learning principles, instructional coaching practices, and professional development strategies. Knowledge of classroom observation tools, progress monitoring systems, and data-informed instructional practices. Knowledge of research-based literacy, language, numeracy, science, and social-emotional instructional strategies. Strong interpersonal, communication, coaching, and relationship-building skills. Ability to establish trust and build collaborative relationships with educators and administrators. Ability to facilitate reflective conversations and provide constructive feedback. Ability to analyze classroom practices and recommend strategies for improvement. Ability to organize and manage multiple priorities, schedules, and deadlines. Ability to collect, track, and maintain accurate program data and documentation. Ability to work independently and as part of a collaborative team. Proficiency in Microsoft Office applications, virtual meeting platforms, databases, and educational technology. Ability to adapt to changing program requirements and instructional needs.

Ability to maintain confidentiality and exercise professionalism in all interactions.

Salary:

Amarillo College follows a lag pay strategy, with starting offers typically between the minimum and midpoint of the pay grade, rarely reaching the maximum to support long-term growth within each position. Pay grade 12 Amarillo College Pay Grades (salary is determined by Human Resources based on education, work experience and internal comparisons).

Physical Demands:

Frequent travel between campuses, schools, child care centers, and community locations. Ability to sit, stand, walk, bend, reach, and operate standard office equipment. May occasionally lift or move materials and supplies up to twenty-five (25) pounds.

Working Conditions:

Must be willing to work a flexible schedule, including occasional evenings, weekends, holidays, and special events. Frequent local travel is required.

Working Environment:

This position operates in office, classroom, child care, and community settings. Regular use of computers, phones, and other office technology is required. Frequent interaction with educators, administrators, children, parents, and community partners while managing multiple priorities.

Travel Expectations:

Frequent local travel is required to conduct classroom visits, provide coaching services, attend meetings, support training activities, and monitor program implementation. Occasional in-state travel may be required for conferences, professional development, and grant-related meetings.