Learning Designer Jobs in Georgia (NOW HIRING)

Position Type:
High School Teaching/Instructional Technology Facilitator / Testing Coach
Date Posted:
7/30/2026
Location:
Chatham Early College
Date Available:
08/03/2026
NATURE OF WORK
Under the general supervision of the principal with support from the Executive Directors of Digital Teaching and Learning and Testing and Accountability, the Digital Learning Facilitator will support teachers in the design and implementation of innovative digital learning experiences that reflect the district's instructional frameworks and priorities by developing a strong, school-wide digital learning culture. This role also coordinates standardized testing at the discretion of the principal in addition to the primary responsibility of leading digital learning initiatives.
MINIMUM TRAINING AND EXPERIENCE
Must hold North Carolina teacher licensure (077 or 079 licensure preferred). Grade 6-12 classroom teaching experience. Design and delivery of professional development to support digital learning, including highly developed technology and presentation skills. Experience in a 1:1 teaching environment preferred. Teaching in a virtual and/or blended environment and coaching teachers preferred.
PERFORMANCE RESPONSIBILITIES

1. Supports teachers in designing and implementing innovative learning experiences for students by:
   • Seeking out teachers to provide one-on-one and small group consultation supporting digital learning design.
   • Providing regular coaching and constructive feedback to teachers about how to integrate technology to enhance Tier 1 core instruction and support student innovation.
   • Co-teaching to support teachers in adopting innovative learning designs (blended, flipped, project-based etc.), digital teaching and learning strategies, and technology tools.
   • Delivering differentiated professional learning during staff meetings, PLCs, early release days, and required work days as determined by the school's School Improvement and Digital Learning Teams and the building principal. Supports teachers who have digital learning expertise to share in doing the same.
   • Communicating regularly with all staff about upcoming professional development opportunities, excellent building-based models of digital learning, and new tools and digital content available to teachers.
2. Works closely with the building principal to select and organize the Digital Learning Team.
3. Leads the school's Digital Learning Team to set school-wide digital learning goals, develop a professional learning plan for digital learning as a component of the School Improvement Plan and implement that plan, as well as identify technology hardware needs in the building.
4. Leads regular Digital Learning Team meetings by setting and distributing an agenda in advance and facilitating each meeting.
5. Attends and contributes to monthly district-wide Digital Learning Facilitator meetings, maintaining regular communication with the Executive Director for Digital Teaching and Learning to discuss the school's needs, successes, and next steps in this area.
6. Participates in and contributes to delivering building and district-wide digital learning-related professional learning that supports Tier 1 core instruction, the district's instructional priorities, and instructional frameworks.
7. Serves as Principal's designee for school testing coordinator and fulfills required duties accordingly.
8. Performs other duties as required.

MINIMUM STANDARDS REQUIRED TO PERFORM RESPONSIBILITIES
Physical Requirements: Must be physically able to operate a variety of equipment including computers, copiers, calculators, etc. Must be physically able to operate a motor vehicle. Must be able to exert up to 10 pounds of force occasionally, and/or a negligible amount of force constantly to lift, carry, push, pull or otherwise move objects, including the human body. Light Work usually requires walking or standing to a significant degree.
Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural or composite characteristics (whether similar or divergent from obvious standards) of data, people or things.
Interpersonal Communication: Requires the ability to speak and/or signal people to convey or exchange information. Includes giving instructions, assignments or directions to subordinates or assistants.
Language Ability: Requires the ability to read a variety of correspondence, reports, forms, strategic plans, etc. Requires the ability to prepare correspondence, reports, forms, evaluations, budgets, etc., using prescribed formats and conforming to all rules of punctuation, grammar, diction, and style. Requires the ability to speak before groups of people with poise, voice control and confidence.
Intelligence: Requires the ability to apply principles of logical or scientific thinking to define problems, collect data, establish facts, and draw valid conclusions;
Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently in standard English.
Numerical Aptitude: Requires the ability to utilize mathematical formulas; to add and subtract; multiply and divide; utilize decimals and percentages; and to apply the principles of algebra, descriptive statistics and statistical inference.
Form/Spatial Aptitude: Requires the ability to inspect items for proper length, width and shape.
Motor Coordination: Requires the ability coordinate hands and eyes rapidly and accurately in using office equipment.
Manual Dexterity: Requires the ability to handle a variety of items such as office equipment and hand tools. Must have minimal levels of eye/hand/foot coordination.
Color Discrimination: Does not require the ability to differentiate between colors and shades of color.
Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with emergency situations.
Physical Communication: Requires the ability to talk and hear: (Talking: expressing or exchanging ideas by means of spoken words. Hearing: perceiving nature of sounds by ear.) Must be able to communicate via telephone.
REQUIRED KNOWLEDGE, SKILLS, AND ABILITIES

1. Ability to plan and evaluate strategies for teacher development.
2. Excellent oral and written communication skills, including the ability to give constructive feedback.
3. Highly developed presentation skills.
4. Knowledge of effective staff development models that lead to the successful development of effective teachers.
5. Considerable human relations and human development skills.
6. Demonstrated leadership ability (leading a team or instructional initiative).
7. Abilitiy to organize a large event with multiple deadlines.
8. Ability to maintain complete and accurate records and statistics and to develop meaningful reports from that information.
9. Ability to establish and maintain effective working relationships as necessitated by work assignments.
10. Ability to exercise considerable tact and courtesy in frequent contact with the public.
11. Ability to work effectively and productively with adult learners.
12. Strong knowledge of the Google Suite of apps.
13. Strong knowledge of how to use a learning management system for instruction.
14. Strong organizational skills and attention to detail.
15. Meeting facilitation skills.

TERMS OF EMPLOYMENT
Full-time for ten months
Salary based on state and local salary schedules
DISCLAIMER
The preceding job description was designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities and qualifications required of employees to this job.