Remote Director of Early Childhood Education Jobs
Remote Director of Early Childhood Education jobs are in active demand across the U.S., with remote-first organizations, national nonprofits, and distributed edtech teams hiring for this role year-round. Employers hiring remotely right now include Spring Education, New York City Department of Health and Mental Hygiene, and University of Tennessee. Scan the live roles below and apply to whichever ones fit.
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The Regional Access Coach/Specialist will work closely with key stakeholders at the Early Learning Division and the Division of Special Education and Intervention Programming at the Tennessee Department of Education (TDOE) and will be an integral partner with the department in their implementation of the Early Childhood Access for All Learning Network, which provides training and support for preschool students with disabilities across the state. The goal for the Regional Access Coaches is to interpret state directives to increase inclusive opportunities and increase access to developmentally appropriate environments and high quality instruction with the focus on improving outcomes for preschool students with disabilities. A person in this position has knowledge of instruction and developmentally appropriate practices for students ages 3-5 in least restrictive environments in Tennessee, as well as having a clear understanding of the development of Instructionally Appropriate Individualized Education Programs (IAIEPs). This position will support selected districts with implementation of training principles through interpreting directives, assessing performance, designing and/or delivering training, direct observation, coaching, and evaluating. Early Childhood Regional Access Coaches/Specialists will work with selected Early Childhood Access for All districts to provide support for educators and district leaders being trained on developmentally appropriate practices, for students ages 3-5, including access to high-quality inclusive environments, social-emotional supports, and instruction. The Regional Access Coaches will collaborate with teachers and district leaders to impact educators across the state over the duration of this project. This position will require frequent travel to assigned districts in TN.
- Ensuring fidelity of classroom implementation of training principles related to access to high-quality core instruction and intensive intervention
- Decision-making for the development and implementation of Instructionally Appropriate Individualized Education Programs (IAIEPs)
- Interpreting state directives and how they apply to individual districts and classrooms through development and monitoring of quality improvement plans
- Collaborating closely with the Early Learning Division and the Division of Special Education and Intervention Programming at TDOE and ensuring project guidelines and goals are met including fiscal allocations
- Collaborating regularly with the Access for All Learning Network team to ensure aligned and coordinated support to districts, schools, and educators
- Collaborate with other contractors partnered with TDOE when assigned districts are engaged in multiple partnerships
District Coaching, observations, and evaluation:
- Work on conducting needs assessments and planning meetings with teachers and district leaders to identify areas of support needed
- Traveling to districts within the assigned region to provide coaching and training support on a weekly basis (estimated distances within 1-2.5 hours)
- Providing direct coaching to the educators and the districts by working directly with district administrators to assess the needs of the district, schools, and educators.
- Collaborate with district Inclusion Leadership Team to develop inclusion plan outlining goals and action steps for systemic change
- Achieving reliability and observing educators and classroom environments using quality assessment measures such as Classroom Assessment Scoring System (CLASS) and/or the Preschool Instructional Practice Guide (IPG).
- Conduct pre- and post-observations for selected teachers in the participating districts
- Enter data into designated systems and use data collected during observations to coach educators to set goals for growth in quality practices.
Training Development and Delivery
- Regional Access Coaches will design and/or deliver Preschool Access for All training. They will contribute to the development of the training content by providing insight into districts’ needs based on collaboration with districts, direct observations, and evaluations.
- Regional Access Coaches will lead and/or participate in in-person summer trainings, monthly virtual or in-person communities of practice and monthly virtual or in-person learning network meetings alongside educators and attend professional development conferences and workshops.
- They will redeliver training content to schools/educators as required.
Required Qualifications
- Education: Bachelor’s Degree and Teaching Certification (special education certification preferred)
- Experience: 2-3 years of relevant experience.
- Knowledge, Skills, Abilities:
- Ability to speak in front of large groups,
- Ability to schedule and manage time effectively,
- Knowledge about developmentally appropriate practices in early childhood education,
- Ability to provide and receive constructive feedback,
- Demonstrate strong written and verbal skills, self-reflective skills, and active engagement in professional development opportunities,
- Skilled in training and/or coaching educators and aiding in professional development,
- Ability to navigate virtual / online platforms such as Google Workspace and Zoom, Ability to model lessons and teaching techniques in front of other educators
Applicants must be legally authorized to work in the United States on a full-time basis without need now or in the future for sponsorship for employment-based visa status.
Preferred Qualifications
- Education: Master’s Degree in Special Education or Early Childhood Education
- Experience: At least 5 years of teaching experience in early childhood, including experience working in a setting that focuses on inclusion of students with disabilities
- Knowledge, Skills, Abilities:
- Ability to write instructionally appropriate IEPs,
- Redeliver impactful training to educators and administrators,
- Understanding and knowledge of Pyramid Model Practices and CLASS,
- Ability to engage and build relationships with project partners (educators, administrators, support personnel, other TDOE personnel) to effectively improve outcomes for students
Work Location
- Remote in West TN
Compensation and Benefits
- UT market range: MR09
Application Instructions
For best consideration applicants should submit the below materials:
- Cover Letter CV or Resume
About The College/Department/Division
Founded in 1988, CLEE is a recognized leader in adult learning, education, and workforce development, driving meaningful change in Tennessee and across the U.S. With a team that spans Tennessee and beyond, we collaborate with state and national institutions, early childhood programs, K-12 and post-secondary schools, service agencies, employers, and workforce organizations.
Our team’s passion to create change drives our innovation and excellence in all we do. This commitment fuels our work towards empowering every individual with limitless opportunities to thrive at all stages of life. We prioritize individuals from all backgrounds, with deep expertise in supporting people with disabilities and underserved populations.
Committed to staying at the forefront of emerging research, we partner with a wide variety of organizations, including those across the University of Tennessee system and beyond, to advance best practices in adult learning, education, and employment.
The Regional Access Coach/Specialist will work closely with key stakeholders at the Early Learning Division and the Division of Special Education and Intervention Programming at the Tennessee Department of Education (TDOE) and will be an integral partner with the department in their implementation of the Early Childhood Access for All Learning Network, which provides training and support for preschool students with disabilities across the state. The goal for the Regional Access Coaches is to interpret state directives to increase inclusive opportunities and increase access to developmentally appropriate environments and high quality instruction with the focus on improving outcomes for preschool students with disabilities. A person in this position has knowledge of instruction and developmentally appropriate practices for students ages 3-5 in least restrictive environments in Tennessee, as well as having a clear understanding of the development of Instructionally Appropriate Individualized Education Programs (IAIEPs). This position will support selected districts with implementation of training principles through interpreting directives, assessing performance, designing and/or delivering training, direct observation, coaching, and evaluating. Early Childhood Regional Access Coaches/Specialists will work with selected Early Childhood Access for All districts to provide support for educators and district leaders being trained on developmentally appropriate practices, for students ages 3-5, including access to high-quality inclusive environments, social-emotional supports, and instruction. The Regional Access Coaches will collaborate with teachers and district leaders to impact educators across the state over the duration of this project. This position will require frequent travel to assigned districts in TN.
- Ensuring fidelity of classroom implementation of training principles related to access to high-quality core instruction and intensive intervention
- Decision-making for the development and implementation of Instructionally Appropriate Individualized Education Programs (IAIEPs)
- Interpreting state directives and how they apply to individual districts and classrooms through development and monitoring of quality improvement plans
- Collaborating closely with the Early Learning Division and the Division of Special Education and Intervention Programming at TDOE and ensuring project guidelines and goals are met including fiscal allocations
- Collaborating regularly with the Access for All Learning Network team to ensure aligned and coordinated support to districts, schools, and educators
- Collaborate with other contractors partnered with TDOE when assigned districts are engaged in multiple partnerships
District Coaching, observations, and evaluation:
- Work on conducting needs assessments and planning meetings with teachers and district leaders to identify areas of support needed
- Traveling to districts within the assigned region to provide coaching and training support on a weekly basis (estimated distances within 1-2.5 hours)
- Providing direct coaching to the educators and the districts by working directly with district administrators to assess the needs of the district, schools, and educators.
- Collaborate with district Inclusion Leadership Team to develop inclusion plan outlining goals and action steps for systemic change
- Achieving reliability and observing educators and classroom environments using quality assessment measures such as Classroom Assessment Scoring System (CLASS) and/or the Preschool Instructional Practice Guide (IPG).
- Conduct pre- and post-observations for selected teachers in the participating districts
- Enter data into designated systems and use data collected during observations to coach educators to set goals for growth in quality practices.
Training Development and Delivery
- Regional Access Coaches will design and/or deliver Preschool Access for All training. They will contribute to the development of the training content by providing insight into districts’ needs based on collaboration with districts, direct observations, and evaluations.
- Regional Access Coaches will lead and/or participate in in-person summer trainings, monthly virtual or in-person communities of practice and monthly virtual or in-person learning network meetings alongside educators and attend professional development conferences and workshops.
- They will redeliver training content to schools/educators as required.
Required Qualifications
- Education: Bachelor’s Degree and Teaching Certification (special education certification preferred)
- Experience: 2-3 years of relevant experience.
- Knowledge, Skills, Abilities:
- Ability to speak in front of large groups,
- Ability to schedule and manage time effectively,
- Knowledge about developmentally appropriate practices in early childhood education,
- Ability to provide and receive constructive feedback,
- Demonstrate strong written and verbal skills, self-reflective skills, and active engagement in professional development opportunities,
- Skilled in training and/or coaching educators and aiding in professional development,
- Ability to navigate virtual / online platforms such as Google Workspace and Zoom, Ability to model lessons and teaching techniques in front of other educators
Applicants must be legally authorized to work in the United States on a full-time basis without need now or in the future for sponsorship for employment-based visa status.
Preferred Qualifications
- Education: Master’s Degree in Special Education or Early Childhood Education
- Experience: At least 5 years of teaching experience in early childhood, including experience working in a setting that focuses on inclusion of students with disabilities
- Knowledge, Skills, Abilities:
- Ability to write instructionally appropriate IEPs,
- Redeliver impactful training to educators and administrators,
- Understanding and knowledge of Pyramid Model Practices and CLASS,
- Ability to engage and build relationships with project partners (educators, administrators, support personnel, other TDOE personnel) to effectively improve outcomes for students
Work Location
- Remote in West TN
Compensation and Benefits
- UT market range: MR09
Application Instructions
For best consideration applicants should submit the below materials:
- Cover Letter CV or Resume
About The College/Department/Division
Founded in 1988, CLEE is a recognized leader in adult learning, education, and workforce development, driving meaningful change in Tennessee and across the U.S. With a team that spans Tennessee and beyond, we collaborate with state and national institutions, early childhood programs, K-12 and post-secondary schools, service agencies, employers, and workforce organizations.
Our team’s passion to create change drives our innovation and excellence in all we do. This commitment fuels our work towards empowering every individual with limitless opportunities to thrive at all stages of life. We prioritize individuals from all backgrounds, with deep expertise in supporting people with disabilities and underserved populations.
Committed to staying at the forefront of emerging research, we partner with a wide variety of organizations, including those across the University of Tennessee system and beyond, to advance best practices in adult learning, education, and employment.
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Find JobsRemote Director of Early Childhood Education Job Market
Who's Hiring
What Employers Look For
The qualifications that appear most often in remote director of early childhood education jobs.
- Bachelor's or master's degree in early childhood education, child development, or a related field
- State-issued director credential or administrator license as required by jurisdiction
- Demonstrated experience supervising early childhood educators and program staff
- Knowledge of NAEYC accreditation standards or state childcare licensing requirements
- Experience managing program budgets and reporting to boards or funding agencies
- Familiarity with child assessment tools such as Teaching Strategies GOLD or ASQ
Tips for Your Remote Director of Early Childhood Education Job Search
Show remote leadership experience upfront
Lead your resume and cover letter with concrete examples of directing programs, teams, or curriculum work across multiple sites or entirely at a distance. Remote employers for this role want proof you can set direction, maintain compliance standards, and develop staff without in-person oversight.
Apply early to remote roles that fit
Migrate Mate lists remote director of early childhood education openings from organizations across the U.S. in one place, so you can find roles that match your background and apply directly. Applying in the first few days after a posting goes live significantly increases your chances of a callback.
Demonstrate async communication skills concretely
Remote early childhood directors manage regulatory submissions, staff coaching, and family communication largely in writing. Name the platforms you've used for asynchronous team management and share examples of written guidance or policy documents you've authored, since remote hiring managers weigh these heavily.
Prepare for competency-based remote interviews
Remote organizations for this role run structured video interviews focused on how you handle distributed team accountability, compliance monitoring from a distance, and program quality without site visits. Practice scenario answers that show your decision-making process when you can't observe operations directly.
Remote Director of Early Childhood Education Jobs: Frequently Asked Questions
How do I get a remote director of early childhood education job?
Target organizations that already operate distributed teams, including national early learning nonprofits, edtech companies, and policy-focused foundations with staff in multiple states. Remote employers screen heavily for self-direction, clear written communication, and the ability to lead curriculum or compliance work without in-person oversight. Demonstrating experience managing remote staff, coordinating asynchronous projects, or building programs across multiple sites gives you a real edge over candidates with only single-site backgrounds.
Which companies hire remote director of early childhood educations?
Companies hiring remote director of early childhood educations right now include Spring Education, New York City Department of Health and Mental Hygiene, and University of Tennessee, based on current remote listings on Migrate Mate as of November 2026. These tend to be remote-first edtech platforms, national early childhood advocacy organizations, and distributed healthcare or social services networks that need program leadership across multiple locations.
Can you get a remote director of early childhood education job with no experience?
Yes, but remote entry-level director roles are harder to land because employers expect you to operate independently from day one without on-site mentorship. The most effective path is to build a portfolio showing curriculum design, program outcomes, or staff development work, even from volunteer, assistant-director, or contract roles. Candidates who can demonstrate written communication skills and familiarity with asynchronous project tools open more doors than those relying on a title alone.
Do you need a degree for remote director of early childhood education jobs?
Usually, but the specific degree matters less than demonstrated results in early childhood program leadership. Many remote employers list a bachelor's or master's in early childhood education, child development, or a related field as preferred, yet weigh state director credentials, documented program outcomes, and leadership experience heavily alongside formal education. Candidates without a degree can compete by showing measurable impact, relevant certifications, and a strong record of managing programs at scale.
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