Professional Learning Specialist Jobs in USA with Visa Sponsorship
Professional Learning Specialists are regularly sponsored for H-1B visa and O-1 visas, as the role qualifies as a specialty occupation requiring a degree in education, instructional design, or a related field. Employers range from school districts to edtech companies and large corporate L&D teams. For detailed occupation requirements, see the O*NET profile.
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Get Access To All JobsOffice: Office of Teaching and Learning
Date Posted: 10/30/2026
Salary Range: 1-5 / $87,024 - $98,195
NTE Date: N/A
Position Overview
The mission of the Office of Teaching and Learning (OTL) is to provide educators with curricular resources, academic programs, and aligned professional development to ensure rigorous and joyful learning experiences for every student. OTL team members support school-based staff in implementing DCPS's existing academic programs while simultaneously working to rethink and redesign school programming, academic and curricular resources, and educator professional development.
Divisions/Teams
The Content and Curriculum division sets the vision for equity and excellence for each content area in DCPS schools by researching, creating, and curating curricular materials and providing aligned professional development experiences to ensure that all students have access to rigorous and joyful learning experiences every day in every content area. The division also supports schools and develops curriculum and programming in arts, health, physical education, library programs, STEM, global programs, advanced and enriched instruction, and curriculum and assessment innovation.
* The Early Childhood Education division supports schools and families in providing PreK students with comprehensive learning experiences that foster confidence and independence. Approximately 6,000 children ages three to five attend early childhood classrooms in 78 elementary schools across the district, including several schools that offer Head Start programming. The division also manages Early Stages programming which works exclusively with children ages 2 years 8 months through 5 years 10 months and is responsible for meeting the District’s obligation under the Individual with Disabilities Education Act (IDEA) Part B (619) to develop a comprehensive child find system to identify and locate all preschool-age children in the District who have a disability. The division also manages the implementation of DCPS' Head Start grant.
* The Language Acquisition division welcomes families of linguistically and culturally diverse backgrounds to DCPS, leads the process of identifying Multilingual Learner students, and supports schools in developing programs that supports English language acquisition and academic growth. This includes support during the academic day and as part of ELSAP, which is a targeted summer program for ML students. The LAD also manages DCPS compliance with the DC Language Access Act, providing translation and interpretation resources to school and central teams.
* The Professional Learning and Educational Technology division sets a vision for professional development for DCPS as well as creates systems, tools, and structures to increase the efficacy of professional learning initiatives. This work includes LEAP, cluster-based PD, district PD and other learning opportunities. The team works across all DCPS offices to increase the cohesion of professional development and broad sharing of knowledge, while exploring new avenues and opportunities for meaningful development and learning for our educators. The team also leads efforts to enhance alignment and cohesion of professional learning initiatives and the integration of educational technology.
* The Specialized Instruction* division works to reduce the opportunity gap between students with IEPs and their non-disabled peers; and increases equity and excellence in schools through specific academic programming, related services, professional learning, school leadership development, family engagement, dispute resolution, and community partnerships.
The Early Childhood Education division supports schools and families in providing PreK students with comprehensive learning experiences that foster confidence and independence. Approximately 6,000 children ages three to five attend early childhood classrooms in 78 elementary schools across the district, including several schools that offer Head Start programming. The division also manages Early Stages programming which works exclusively with children ages 2 years 8 months through 5 years 10 months and is responsible for meeting the District’s obligation under the Individual with Disabilities Education Act (IDEA) Part B (619) to develop a comprehensive child find system to identify and locate all preschool-age children in the District who have a disability. The division also manages the implementation of DCPS' Head Start grant.
The Specialist, Head Start Early Childhood Professional Learning has a unique opportunity to shape the content, ongoing development, and implementation of LEAP, a school-based model for professional development. The Specialist supports the design and implementation of the professional development experiences for teachers and school leaders to support best practices in early childhood education and is responsible for leading early childhood collaborative learning teams at select schools. The LEAP model for all Early Childhood Education teachers focuses on the creation of ECE content-specific learning communities that engage in cycles of planning, content knowledge development, formative observations, and child work evidence analysis – all tied to the ECE curriculum implemented at the school. The Specialist will be assigned to select schools and will function as the ECE LEAP leader in those schools, supporting all PK teachers, including early childhood generalists and early childhood special educators, within those schools.
This position has been designated as Safety Sensitive. Pursuant to section 410 of Chapter 4 of the D.C. Personnel Regulations; in addition to the general suitability screening, individuals applying for or occupying safety sensitive positions are subject to the following checks and tests: Criminal background check; Sex Offender Registry check; Pre-employment drug and alcohol test; Traffic record check (as applicable); Reasonable suspicion drug and alcohol test; and Post-accident or incident drug and alcohol test. The Specialist, Head Start Early Childhood Professional Learning will report to the Manager, Head Start Education and Disabilities.
Essential Duties and Responsibilities
The below statements are intended to describe the general nature and scope of work being performed by this position. This is not a complete listing of all responsibilities, duties, and/or skills required. Other duties may be assigned.
- Leads weekly cycles of planning, content knowledge development, formative observations, and child and teacher evidence analysis tied to the DCPS-ECE content, curriculum, and LEAP framework.
- Works collaboratively with teachers to consistently analyze teacher practice through ongoing classroom observations, data analysis, and examination of children’s work.
- Provides clear and direct feedback to teachers based on analysis of practice.
- Develops teachers’ capacity to collect and analyze multiple sources of data to improve child learning.
- Develops a trusting, confidential, and reflective professional partnership with teachers, administrators, and other school-based staff.
- Models research-based instructional approaches.
- Utilizes an assessment process to facilitate a team’s growth and development, analyzing their practice and reviewing student work to inform instruction and provision of challenging and engaging materials.
- Helps teachers see themselves as researchers in the classroom needing to be constantly curious about their students’ development.
Qualifications
- Bachelor's degree and three to five years of related work experience.
- Master's degree preferred.
- Previous exposure to or experience in the education sector a plus.
- Two to three years of experience supervising, mentoring, or coaching early childhood educators preferred.
- Understanding of current adult learning theory and experience facilitating group professional development training.
- Pre-K CLASS training and certification preferred.
- Experience working in an urban school setting.
- Understanding of institutional racism and impacts on underserved families in Washington DC.
- Experience working with low-income, culturally and linguistically diverse families.
- Demonstrates a high level of proficiency with data collection, analysis, and presentations.
- Advanced computer skills including Excel, PowerPoint, Word, internet, email.
- Commitment to developing and maintaining relationships with a wide variety of school-based and central-office stakeholders.
- Excellent organizational skills, strategic planning skills, and oral and written communication skills.
DCPS Values
- STUDENTS FIRST: We recognize students as whole children and put their needs first in everything we do.
- COURAGE: We have the audacity to learn from our successes and failures, to try new things, and to lead the nation as a proof point of PK-12 success.
- EQUITY: We work proactively to eliminate opportunity gaps by interrupting institutional bias and investing in effective strategies to ensure every student succeeds.
- EXCELLENCE: We work with integrity and hold ourselves accountable for exemplary outcomes, service, and interactions.
- TEAMWORK: We recognize that our greatest asset is our collective vision and ability to work collaboratively and authentically.
- JOY: We enjoy our collective work and will enthusiastically celebrate our success and each other.
We are an equal opportunity employer and are committed to creating an inclusive, accessible workplace. We welcome and encourage applications from individuals with disabilities. Accommodation and/or application assistance is available upon request at all stages of the application and employment process. To request accommodation, please contact dcps.eeo-ada@k12.dc.gov.
Office: Office of Teaching and Learning
Date Posted: 10/30/2026
Salary Range: 1-5 / $87,024 - $98,195
NTE Date: N/A
Position Overview
The mission of the Office of Teaching and Learning (OTL) is to provide educators with curricular resources, academic programs, and aligned professional development to ensure rigorous and joyful learning experiences for every student. OTL team members support school-based staff in implementing DCPS's existing academic programs while simultaneously working to rethink and redesign school programming, academic and curricular resources, and educator professional development.
Divisions/Teams
The Content and Curriculum division sets the vision for equity and excellence for each content area in DCPS schools by researching, creating, and curating curricular materials and providing aligned professional development experiences to ensure that all students have access to rigorous and joyful learning experiences every day in every content area. The division also supports schools and develops curriculum and programming in arts, health, physical education, library programs, STEM, global programs, advanced and enriched instruction, and curriculum and assessment innovation.
* The Early Childhood Education division supports schools and families in providing PreK students with comprehensive learning experiences that foster confidence and independence. Approximately 6,000 children ages three to five attend early childhood classrooms in 78 elementary schools across the district, including several schools that offer Head Start programming. The division also manages Early Stages programming which works exclusively with children ages 2 years 8 months through 5 years 10 months and is responsible for meeting the District’s obligation under the Individual with Disabilities Education Act (IDEA) Part B (619) to develop a comprehensive child find system to identify and locate all preschool-age children in the District who have a disability. The division also manages the implementation of DCPS' Head Start grant.
* The Language Acquisition division welcomes families of linguistically and culturally diverse backgrounds to DCPS, leads the process of identifying Multilingual Learner students, and supports schools in developing programs that supports English language acquisition and academic growth. This includes support during the academic day and as part of ELSAP, which is a targeted summer program for ML students. The LAD also manages DCPS compliance with the DC Language Access Act, providing translation and interpretation resources to school and central teams.
* The Professional Learning and Educational Technology division sets a vision for professional development for DCPS as well as creates systems, tools, and structures to increase the efficacy of professional learning initiatives. This work includes LEAP, cluster-based PD, district PD and other learning opportunities. The team works across all DCPS offices to increase the cohesion of professional development and broad sharing of knowledge, while exploring new avenues and opportunities for meaningful development and learning for our educators. The team also leads efforts to enhance alignment and cohesion of professional learning initiatives and the integration of educational technology.
* The Specialized Instruction* division works to reduce the opportunity gap between students with IEPs and their non-disabled peers; and increases equity and excellence in schools through specific academic programming, related services, professional learning, school leadership development, family engagement, dispute resolution, and community partnerships.
The Early Childhood Education division supports schools and families in providing PreK students with comprehensive learning experiences that foster confidence and independence. Approximately 6,000 children ages three to five attend early childhood classrooms in 78 elementary schools across the district, including several schools that offer Head Start programming. The division also manages Early Stages programming which works exclusively with children ages 2 years 8 months through 5 years 10 months and is responsible for meeting the District’s obligation under the Individual with Disabilities Education Act (IDEA) Part B (619) to develop a comprehensive child find system to identify and locate all preschool-age children in the District who have a disability. The division also manages the implementation of DCPS' Head Start grant.
The Specialist, Head Start Early Childhood Professional Learning has a unique opportunity to shape the content, ongoing development, and implementation of LEAP, a school-based model for professional development. The Specialist supports the design and implementation of the professional development experiences for teachers and school leaders to support best practices in early childhood education and is responsible for leading early childhood collaborative learning teams at select schools. The LEAP model for all Early Childhood Education teachers focuses on the creation of ECE content-specific learning communities that engage in cycles of planning, content knowledge development, formative observations, and child work evidence analysis – all tied to the ECE curriculum implemented at the school. The Specialist will be assigned to select schools and will function as the ECE LEAP leader in those schools, supporting all PK teachers, including early childhood generalists and early childhood special educators, within those schools.
This position has been designated as Safety Sensitive. Pursuant to section 410 of Chapter 4 of the D.C. Personnel Regulations; in addition to the general suitability screening, individuals applying for or occupying safety sensitive positions are subject to the following checks and tests: Criminal background check; Sex Offender Registry check; Pre-employment drug and alcohol test; Traffic record check (as applicable); Reasonable suspicion drug and alcohol test; and Post-accident or incident drug and alcohol test. The Specialist, Head Start Early Childhood Professional Learning will report to the Manager, Head Start Education and Disabilities.
Essential Duties and Responsibilities
The below statements are intended to describe the general nature and scope of work being performed by this position. This is not a complete listing of all responsibilities, duties, and/or skills required. Other duties may be assigned.
- Leads weekly cycles of planning, content knowledge development, formative observations, and child and teacher evidence analysis tied to the DCPS-ECE content, curriculum, and LEAP framework.
- Works collaboratively with teachers to consistently analyze teacher practice through ongoing classroom observations, data analysis, and examination of children’s work.
- Provides clear and direct feedback to teachers based on analysis of practice.
- Develops teachers’ capacity to collect and analyze multiple sources of data to improve child learning.
- Develops a trusting, confidential, and reflective professional partnership with teachers, administrators, and other school-based staff.
- Models research-based instructional approaches.
- Utilizes an assessment process to facilitate a team’s growth and development, analyzing their practice and reviewing student work to inform instruction and provision of challenging and engaging materials.
- Helps teachers see themselves as researchers in the classroom needing to be constantly curious about their students’ development.
Qualifications
- Bachelor's degree and three to five years of related work experience.
- Master's degree preferred.
- Previous exposure to or experience in the education sector a plus.
- Two to three years of experience supervising, mentoring, or coaching early childhood educators preferred.
- Understanding of current adult learning theory and experience facilitating group professional development training.
- Pre-K CLASS training and certification preferred.
- Experience working in an urban school setting.
- Understanding of institutional racism and impacts on underserved families in Washington DC.
- Experience working with low-income, culturally and linguistically diverse families.
- Demonstrates a high level of proficiency with data collection, analysis, and presentations.
- Advanced computer skills including Excel, PowerPoint, Word, internet, email.
- Commitment to developing and maintaining relationships with a wide variety of school-based and central-office stakeholders.
- Excellent organizational skills, strategic planning skills, and oral and written communication skills.
DCPS Values
- STUDENTS FIRST: We recognize students as whole children and put their needs first in everything we do.
- COURAGE: We have the audacity to learn from our successes and failures, to try new things, and to lead the nation as a proof point of PK-12 success.
- EQUITY: We work proactively to eliminate opportunity gaps by interrupting institutional bias and investing in effective strategies to ensure every student succeeds.
- EXCELLENCE: We work with integrity and hold ourselves accountable for exemplary outcomes, service, and interactions.
- TEAMWORK: We recognize that our greatest asset is our collective vision and ability to work collaboratively and authentically.
- JOY: We enjoy our collective work and will enthusiastically celebrate our success and each other.
We are an equal opportunity employer and are committed to creating an inclusive, accessible workplace. We welcome and encourage applications from individuals with disabilities. Accommodation and/or application assistance is available upon request at all stages of the application and employment process. To request accommodation, please contact dcps.eeo-ada@k12.dc.gov.
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Get Access To All JobsTips for Finding Visa Sponsorship as a Professional Learning Specialist
Target edtech and corporate L&D employers
Large edtech companies and corporations with dedicated Learning and Development teams sponsor Professional Learning Specialists more consistently than small nonprofits or independent schools, which often lack the legal infrastructure to file H-1B petitions.
Align your degree to the role explicitly
H-1B approval depends on showing your degree directly supports the position. A degree in instructional design, curriculum development, or education technology strengthens your case far more than a general education degree with no specialization.
Pursue roles tied to measurable training outcomes
Job postings that emphasize data-driven learning metrics, LMS administration, or program evaluation signal a more specialized role. These are easier to defend as H-1B specialty occupations than broadly defined coaching or facilitation positions.
Build a portfolio demonstrating instructional design depth
Sponsoring employers want evidence your work goes beyond facilitation. A portfolio showing curriculum architecture, needs assessments, and learning technology implementation reduces their uncertainty about sponsorship risk and strengthens your petition.
Ask about sponsorship early, not after the offer
Many employers support sponsorship but haven't thought through the process. Raising it during the second interview, after demonstrating your value, gives HR time to consult legal counsel before extending an offer rather than reversing one.
Consider the O-1A if you have a strong publication or speaking record
Professional Learning Specialists with published research, conference presentations, or recognized contributions to instructional design methodology may qualify for the O-1A, which has no lottery and can be filed year-round.
Frequently Asked Questions
Does a Professional Learning Specialist role qualify for H-1B sponsorship?
Yes, in most cases. The role qualifies as a specialty occupation when the employer requires a bachelor's degree or higher in a specific field such as instructional design, educational technology, or curriculum and instruction. Roles framed around general training facilitation without a defined degree requirement are harder to sponsor, so job title and employer framing matter significantly.
What degree do I need for an employer to sponsor my visa as a Professional Learning Specialist?
Most sponsoring employers require a bachelor's degree in instructional design, education technology, curriculum development, or a related field. A general education degree can work if your coursework or experience ties directly to the role. If your degree is in an unrelated field, three years of specialized work experience can substitute for each year of missing education under USCIS guidelines.
Which types of employers are most likely to sponsor Professional Learning Specialists?
Corporate L&D departments at large technology, healthcare, and financial services companies sponsor most consistently. Edtech companies with product training or customer education functions are also strong candidates. K-12 school districts and small nonprofits sponsor far less frequently due to limited legal resources and budget constraints around immigration fees.
How can I find Professional Learning Specialist jobs that offer visa sponsorship?
Migrate Mate filters job listings specifically for roles open to visa sponsorship, which removes the need to manually screen hundreds of postings. Searching there for Professional Learning Specialist roles surfaces employers who have already indicated willingness to sponsor, saving significant time compared to cold-applying and asking about sponsorship after the fact.
Can I get sponsored as a Professional Learning Specialist if I'm already in the U.S. on OPT or a dependent visa?
Yes. If you're on OPT, your employer can file an H-1B visa petition during the April cap-subject filing window, and STEM OPT can extend your work authorization while you wait for an approved status. If you're on a dependent visa such as an H-4 with EAD, you can work freely and transition to your own H-1B through a sponsoring employer when you're ready.
What is the prevailing wage requirement for sponsored Professional Learning Specialist jobs?
U.S. employers sponsoring a visa must pay at least the prevailing wage, which is what workers in the same role, area, and experience level typically earn. The Department of Labor sets this rate to make sure companies aren't hiring foreign workers simply because they'd accept lower pay than a U.S. worker. It varies by job title, location, and experience. You can look up current prevailing wage rates for any occupation and location using the OFLC Wage Search page.