Tier 1 Services Specialist
Sylvania, Oak Ridge, TN, United States
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 Funds
Examples of key duties are interpreted as being descriptive and not restrictive in nature.
Coaching and Curriculum, Instruction, and Assessment Fidelity
Provide 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 environments that support universal behavioral expectations and student engagement.
Coach, train, model, and support staff in creating school and classroom environments fostering belongingness through the integration of social-emotional and structured support systems.
Coach, train, model, and support the implementation of a Tier 1 social achievement curriculum, lessons, and Tier 1 PBIS lessons.
Data Analysis and Professional Learning Communities (PLCs)
Coach, train, model, and support teachers and teacher teams (PLCs) on collecting, disaggregating, and interpreting multiple sources of student performance data to accurately identify patterns in student learning and skill deficits.
Coach, train, model, and support teachers and teacher teams high-impact Professional Learning Communities (PLCs) focused on analyzing student performance data, refining instructional practices, and collaboratively developing solutions to instructional barriers.
Coach, train, model, and support teachers in using assessment and screening data to identify students requiring additional support and coach them on the timely design and delivery of standards-aligned, targeted Tier 2 classroom interventions.
Coach, train, model, and support staff in interpreting assessment data and differentiating instruction accordingly.
Coach, train, model, and support staff in effectively utilizing the Tier II referral systems (e.g., request for assistance), reviewing behavior data reports, and identifying trends.
Coach, train, model, and participate in DCIT (District Continuous Improvement Team) and/or departmental/grade-level meetings, as appropriate.
Coach, train, model, and participate as a team member in identifying at‑risk students and refer those who require further evaluation or follow‑up services to the appropriate school personnel or community agencies.
Professional Development and Training
Facilitate engaging professional development sessions and workshops aligned with school improvement goals and data analysis findings.
Coach, train,, and support Tier I PBIS professional development (PD) for teachers and support staff.
Attend Cognitive Coaching training and engage in MAISD-provided professional development to leverage expertise in both training and coaching CHAMPS.
Seek out opportunities for professional development based on individual assessment of need.
Instructional Leadership and Continuous Improvement
Coach, train, model, and support school administrators to strengthen their instructional leadership capacity, including co-developing school-wide instructional priorities and facilitating data meetings.
Coach, train, model, and participate in each school's continuous improvement cycle (MiCIP), moving systematically from needs assessment and goal setting to strategy/activities implementation and outcome monitoring, ensuring high fidelity tier 1 support is embedded in all MiCIP plans.
Coach, train, model, and provide expert guidance to school leadership on structuring effective and efficient Tier 1 academic and behavioral systems.
Coach, train, model, and support school staff with reviewing and analyzing Tier I behavior data by location, social economic, ethnicity, education status, grade, etc., to guide Tier I policy and implementation.
Coach, train, model, and support building staff in creation and implementation of school-wide PBIS initiatives.
Coach, train, model, and support building leadership teams in reviewing and creating building-level policies and practices to recognize students and staff.
Coach, train, model, and support building leadership teams in creating and managing a robust system of instructional coaching.
Technology Integration
Champion the strategic integration of instructional technology, including coaching teachers on using district owned applications, hardware, Artificial Intelligence (AI) tools, and other emerging technology.
Communications
Communicates District successes and accomplishments of tier 1 services among student, community, staff, administration, and Board of Education.
Creates and presents reports on tier 1 services that elevate systemwide understanding of the work.
Parent Engagement
Plans, prepares, and facilitates parent and family engagement events and activities.
Duties & Responsibilities Supported by General Fund
Leadership
Co-coordinates District Coordinated School Health/Wellness Team.
Co-coordinates District Sex Education Advisory Board (SEAB).
Co-coordinates District Mentor/Mentee program.
Coordinates district tier 1 curriculum for academic and behavioral health programs including facilitating task forces for acquiring primary resources (textbooks, software applications, etc.) for implementation and maintain such inventory.
Serves as the liaison between academic department and the technology department to manage instructional software application assignments and licenses.
Represents district on MAISD Curriculum Specialists Committee.
Serves as the liaison between the district and all externally provided services that support tier 1 programs including MAISD coaching and other contractual relationship.
Advises Superintendent and administrators on budget needs/priorities to support Tier 1 Services.
Advises superintendent on the development of the school calendar to enable quality staff professional learning experiences balanced with maximum student learning days.
Advises and informs the superintendent on all tier 1 programing.
Accountability and Assessment
Serves as the OEAA secure site District administrator and coordinate district level efforts for all State and National testing programs and proficiency testing including but not limited to the following: MSTEP, MiAccess, MME, SAT, PSAT, NAEP, etc.
Coordinates regular monitoring and reporting of progress on District goals/pillars in our Eagle Strategic Plan for our tier 1 services.
Monitors tier 1 programs adherence to District policies, procedures, and written protocols
Deadline for Applying:
February 13, 2026 or until filled.
Starting Date:
As soon as feasible
To be considered as a candidate, you must submit an online application by the deadline by going to www.oakridgeschools.org and clicking on Job Opportunities tab.
*The Oakridge School District Board does not discriminate on the basis of race, color, national origin, sex, religion, age, disability, genetic information, or any other protected status in its employment decisions or the provision of services.
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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 Funds
Examples of key duties are interpreted as being descriptive and not restrictive in nature.
Coaching and Curriculum, Instruction, and Assessment Fidelity
Provide 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 environments that support universal behavioral expectations and student engagement.
Coach, train, model, and support staff in creating school and classroom environments fostering belongingness through the integration of social-emotional and structured support systems.
Coach, train, model, and support the implementation of a Tier 1 social achievement curriculum, lessons, and Tier 1 PBIS lessons.
Data Analysis and Professional Learning Communities (PLCs)
Coach, train, model, and support teachers and teacher teams (PLCs) on collecting, disaggregating, and interpreting multiple sources of student performance data to accurately identify patterns in student learning and skill deficits.
Coach, train, model, and support teachers and teacher teams high-impact Professional Learning Communities (PLCs) focused on analyzing student performance data, refining instructional practices, and collaboratively developing solutions to instructional barriers.
Coach, train, model, and support teachers in using assessment and screening data to identify students requiring additional support and coach them on the timely design and delivery of standards-aligned, targeted Tier 2 classroom interventions.
Coach, train, model, and support staff in interpreting assessment data and differentiating instruction accordingly.
Coach, train, model, and support staff in effectively utilizing the Tier II referral systems (e.g., request for assistance), reviewing behavior data reports, and identifying trends.
Coach, train, model, and participate in DCIT (District Continuous Improvement Team) and/or departmental/grade-level meetings, as appropriate.
Coach, train, model, and participate as a team member in identifying at‑risk students and refer those who require further evaluation or follow‑up services to the appropriate school personnel or community agencies.
Professional Development and Training
Facilitate engaging professional development sessions and workshops aligned with school improvement goals and data analysis findings.
Coach, train,, and support Tier I PBIS professional development (PD) for teachers and support staff.
Attend Cognitive Coaching training and engage in MAISD-provided professional development to leverage expertise in both training and coaching CHAMPS.
Seek out opportunities for professional development based on individual assessment of need.
Instructional Leadership and Continuous Improvement
Coach, train, model, and support school administrators to strengthen their instructional leadership capacity, including co-developing school-wide instructional priorities and facilitating data meetings.
Coach, train, model, and participate in each school's continuous improvement cycle (MiCIP), moving systematically from needs assessment and goal setting to strategy/activities implementation and outcome monitoring, ensuring high fidelity tier 1 support is embedded in all MiCIP plans.
Coach, train, model, and provide expert guidance to school leadership on structuring effective and efficient Tier 1 academic and behavioral systems.
Coach, train, model, and support school staff with reviewing and analyzing Tier I behavior data by location, social economic, ethnicity, education status, grade, etc., to guide Tier I policy and implementation.
Coach, train, model, and support building staff in creation and implementation of school-wide PBIS initiatives.
Coach, train, model, and support building leadership teams in reviewing and creating building-level policies and practices to recognize students and staff.
Coach, train, model, and support building leadership teams in creating and managing a robust system of instructional coaching.
Technology Integration
Champion the strategic integration of instructional technology, including coaching teachers on using district owned applications, hardware, Artificial Intelligence (AI) tools, and other emerging technology.
Communications
Communicates District successes and accomplishments of tier 1 services among student, community, staff, administration, and Board of Education.
Creates and presents reports on tier 1 services that elevate systemwide understanding of the work.
Parent Engagement
Plans, prepares, and facilitates parent and family engagement events and activities.
Duties & Responsibilities Supported by General Fund
Leadership
Co-coordinates District Coordinated School Health/Wellness Team.
Co-coordinates District Sex Education Advisory Board (SEAB).
Co-coordinates District Mentor/Mentee program.
Coordinates district tier 1 curriculum for academic and behavioral health programs including facilitating task forces for acquiring primary resources (textbooks, software applications, etc.) for implementation and maintain such inventory.
Serves as the liaison between academic department and the technology department to manage instructional software application assignments and licenses.
Represents district on MAISD Curriculum Specialists Committee.
Serves as the liaison between the district and all externally provided services that support tier 1 programs including MAISD coaching and other contractual relationship.
Advises Superintendent and administrators on budget needs/priorities to support Tier 1 Services.
Advises superintendent on the development of the school calendar to enable quality staff professional learning experiences balanced with maximum student learning days.
Advises and informs the superintendent on all tier 1 programing.
Accountability and Assessment
Serves as the OEAA secure site District administrator and coordinate district level efforts for all State and National testing programs and proficiency testing including but not limited to the following: MSTEP, MiAccess, MME, SAT, PSAT, NAEP, etc.
Coordinates regular monitoring and reporting of progress on District goals/pillars in our Eagle Strategic Plan for our tier 1 services.
Monitors tier 1 programs adherence to District policies, procedures, and written protocols
Deadline for Applying:
February 13, 2026 or until filled.
Starting Date:
As soon as feasible
To be considered as a candidate, you must submit an online application by the deadline by going to www.oakridgeschools.org and clicking on Job Opportunities tab.
*The Oakridge School District Board does not discriminate on the basis of race, color, national origin, sex, religion, age, disability, genetic information, or any other protected status in its employment decisions or the provision of services.
#J-18808-Ljbffr