{"schemaVersion":"jobsearcher.job.v1","id":"f2474daf39373280dc8b773c","url":"https://jobsearcher.com/jobs/f2474daf39373280dc8b773c","canonicalUrl":"https://jobsearcher.com/jobs/f2474daf39373280dc8b773c","title":"Learner Experience Coordinator","description":"About Indie\nIndie Laine Learning Co. is a neurodiversity-affirming inclusive developmental program in Phoenix, AZ, dedicated to supporting neurodivergent and disabled children through play-based, learner-led, whole-child programming. We believe every learner deserves access, autonomy, and a community where they genuinely belong.\nAbout the Role\nThe Learner Experience Coordinator (LXC) is a center-based leadership role that owns the instructional side of the early childhood learner experience — the quality and consistency of academic programming, the integrity of how Indie's model is delivered across studios, and the family partnership experience as it relates to academics and learner progress.\nThe LXC directly supervises Studio Leads, Instructional Guides, and Studio Supports, setting the daily rhythm of enrichment, leading academic goal development for each learner, owning progress monitoring, and serving as the primary point of partnership for families within the academic program. This role implements the frameworks and standards established by the Director of Learner Experience and brings site-level patterns and intelligence back to the DLE for continuous refinement.\nWhat You'll Do\nDaily Rhythm & Studio Quality\nSet and maintain the daily rhythm of the program — transitions, learning sequences, morning meeting, pacing — as a clinical and instructional tool that supports regulation and readiness\nSpend regular, structured time in studios using Indie's observation framework to assess learner engagement, regulation support, communication access, and teaching quality in real time\nTranslate observations into clear, specific, actionable feedback that Studio Leads and Guides can immediately apply\nProvide in-the-moment coaching and modeling — be someone teams can watch and learn from, not only someone who gives feedback from outside the room\nInstructional Alignment & Coaching\nEnsure teaching practices across all studios reflect Indie's approach: play-based, learner-led, communication-centered, and grounded in neurodiversity-affirming frameworks\nDevelop and implement sustained coaching plans for Studio Leads based on observations, learner needs, and DLE priorities\nCoach Instructional Guides on academic implementation and goal alignment; coach Studio Supports on co-regulation, presence, and moment-to-moment responsiveness — both are skilled roles requiring distinct feedback\nMaintain accountability for instructional integrity across all studios\nLearner Goal Setting & Instructional Direction\nLead learning goal development for every learner in the program, connecting individual goals to daily studio practice across the team\nDevelop goals in genuine partnership with families and the Interdisciplinary Services team — goals reflect the full picture of who a learner is, not just what's in a document\nConduct fidelity checks comparing the DLE's instructional framework with observed practice; identify gaps and address them directly\nEnsure academic learning and life skill development are embedded throughout daily rhythms as integrated experiences, not isolated blocks\nLearner Progress Monitoring & Documentation\nMaintain an active, current understanding of each learner's progress through ongoing observation, conversation with Studio Leads, and direct engagement with learner data\nMonitor progress against goals regularly and adjust instructional direction, studio supports, or placement when something isn't working — don't wait for a quarterly review\nHold Studio Leads accountable for documentation quality and partner with them to close gaps before they become systemic\nFamily Partnership\nServe as the primary relationship for families — know families by name, know their child, and be the person families reach when something matters\nLead goal-setting and progress conversations with honesty, warmth, and directness; facilitate these as genuine partnerships, not informational handoffs\nCoach Studio Leads on how to communicate with families, especially in moments involving challenge, change, or difficulty\nMonitor the family experience across studios and address breakdowns in communication or consistency at the team level\nAdmissions Partnership & Learner Onboarding\nPartner with the admissions coordinator to ensure a seamless transition into the program for every learner and family, beginning before enrollment\nJoin tours when sent by the admissions coordinator; counsel families through the ESA process where relevant\nGather continuity of care information prior to each learner's start date — teams should never meet a learner on day one without context\nLead or participate in parent meetings within the first 30 days; ensure therapy carryover, communication supports, and sensory considerations are integrated from the start\nLearning Environment & Accessibility\nEnsure studio environments support meaningful access for learners ages 3–8 — materials, visuals, and setups that allow engagement in multiple ways and at each learner's own level\nIdentify barriers in communication access, motor demands, sensory load, or task design and address them directly or through coaching\nUphold consistency across studios so learners can predict, navigate, and access learning anywhere in the building\nInterdisciplinary Integration\nCoordinate actively and consistently with the site's Interdisciplinary Services team — therapeutic carryover lives in studios, transitions, and how guides interact with learners throughout the day, not only in designated moments\nMaintain a real-time understanding of what each learner is working on therapeutically; ensure that work is visible in studio setup, engagement, and coaching\nQuality Assurance & Team Growth\nRegularly review observations, learner progress, and family feedback across studios; bring analysis to the DLE with specificity\nSupport a culture of reflection and growth where feedback is expected, normalized, and used to strengthen practice — not treated as a performance event\nIdentify team members ready for greater responsibility and actively participate in the pipeline from Support to Guide to Lead to Coordinator\nQualifications\nRequired\nBachelor's degree in early childhood education, special education, child development, or a related field — or equivalent experience\n3+ years of experience in an early childhood or early intervention setting serving neurodivergent or disabled learners\nDemonstrated experience coaching, supervising, or developing other educators or caregivers\nWorking knowledge of neurodiversity-affirming frameworks, including the Neurodiversity Paradigm, Social Model of Disability, and trauma-informed practice\nStrong observational skills — able to see what is happening in a room, name it clearly, and translate it into actionable coaching\nWarm, direct interpersonal style — relational with families and learners, clear and accountable with team members\nPreferred\nExperience in a center-based, multi-studio, or multi-room learning environment\nBackground in early childhood special education, developmental therapy, or a related clinical field\nFamiliarity with AAC, visual supports, sensory-informed practice, and therapeutic carryover in an educational setting\nExperience supporting families of young neurodivergent learners through early diagnosis, placement decisions, and goal-setting\nLived experience with disability, neurodivergence, or as a family member of a disabled or neurodivergent child\nWhy Indie\nWe're a team that leads with values — in how we show up for learners, families, and each other. You'll join a collaborative, mission-driven organization where your work directly shapes the experience of children and families who deserve the very best.\nIndie Laine Learning Co. is an equal opportunity employer committed to building an inclusive and supportive workplace. indielearningco.com\nPay: $65,000.00 - $80,000.00 per year\nBenefits:\nDental insurance\nEmployee discount\nHealth insurance\nPaid time off\nProfessional development assistance\nReferral program\nVision insurance\nEducation:\nBachelor's (Required)\nLicense/Certification:\nAZ Teaching Licensure (Required)\nAbility to Commute:\nPhoenix, AZ 85012 (Required)\nWork Location: In person","company":"Indie Learning","rawCompany":"indie learning","city":"Phoenix","state":"AZ","isRemote":false,"isActive":false,"createdAt":"2026-07-20T11:59:49.971Z","occupations":[{"code":"25-9031.00","title":"Instructional Coordinators","slug":"instructional-coordinators"},{"code":"11-9031.00","title":"Education and Childcare Administrators, Preschool and Daycare","slug":"education-and-childcare-administrators-preschool-and-daycare"},{"code":"11-9039.00","title":"Education Administrators, All Other","slug":"education-administrators-all-other"}],"industries":[{"code":"611710","title":"Educational Support Services","slug":"educational-support-services"},{"code":"611699","title":"All Other Miscellaneous Schools and Instruction","slug":"all-other-miscellaneous-schools-and-instruction"},{"code":"611110","title":"Elementary and Secondary Schools","slug":"elementary-and-secondary-schools"}],"jobPosting":{"@context":"https://schema.org","@type":"JobPosting","title":"Learner Experience Coordinator","description":"About Indie\nIndie Laine Learning Co. is a neurodiversity-affirming inclusive developmental program in Phoenix, AZ, dedicated to supporting neurodivergent and disabled children through play-based, learner-led, whole-child programming. We believe every learner deserves access, autonomy, and a community where they genuinely belong.\nAbout the Role\nThe Learner Experience Coordinator (LXC) is a center-based leadership role that owns the instructional side of the early childhood learner experience — the quality and consistency of academic programming, the integrity of how Indie's model is delivered across studios, and the family partnership experience as it relates to academics and learner progress.\nThe LXC directly supervises Studio Leads, Instructional Guides, and Studio Supports, setting the daily rhythm of enrichment, leading academic goal development for each learner, owning progress monitoring, and serving as the primary point of partnership for families within the academic program. This role implements the frameworks and standards established by the Director of Learner Experience and brings site-level patterns and intelligence back to the DLE for continuous refinement.\nWhat You'll Do\nDaily Rhythm & Studio Quality\nSet and maintain the daily rhythm of the program — transitions, learning sequences, morning meeting, pacing — as a clinical and instructional tool that supports regulation and readiness\nSpend regular, structured time in studios using Indie's observation framework to assess learner engagement, regulation support, communication access, and teaching quality in real time\nTranslate observations into clear, specific, actionable feedback that Studio Leads and Guides can immediately apply\nProvide in-the-moment coaching and modeling — be someone teams can watch and learn from, not only someone who gives feedback from outside the room\nInstructional Alignment & Coaching\nEnsure teaching practices across all studios reflect Indie's approach: play-based, learner-led, communication-centered, and grounded in neurodiversity-affirming frameworks\nDevelop and implement sustained coaching plans for Studio Leads based on observations, learner needs, and DLE priorities\nCoach Instructional Guides on academic implementation and goal alignment; coach Studio Supports on co-regulation, presence, and moment-to-moment responsiveness — both are skilled roles requiring distinct feedback\nMaintain accountability for instructional integrity across all studios\nLearner Goal Setting & Instructional Direction\nLead learning goal development for every learner in the program, connecting individual goals to daily studio practice across the team\nDevelop goals in genuine partnership with families and the Interdisciplinary Services team — goals reflect the full picture of who a learner is, not just what's in a document\nConduct fidelity checks comparing the DLE's instructional framework with observed practice; identify gaps and address them directly\nEnsure academic learning and life skill development are embedded throughout daily rhythms as integrated experiences, not isolated blocks\nLearner Progress Monitoring & Documentation\nMaintain an active, current understanding of each learner's progress through ongoing observation, conversation with Studio Leads, and direct engagement with learner data\nMonitor progress against goals regularly and adjust instructional direction, studio supports, or placement when something isn't working — don't wait for a quarterly review\nHold Studio Leads accountable for documentation quality and partner with them to close gaps before they become systemic\nFamily Partnership\nServe as the primary relationship for families — know families by name, know their child, and be the person families reach when something matters\nLead goal-setting and progress conversations with honesty, warmth, and directness; facilitate these as genuine partnerships, not informational handoffs\nCoach Studio Leads on how to communicate with families, especially in moments involving challenge, change, or difficulty\nMonitor the family experience across studios and address breakdowns in communication or consistency at the team level\nAdmissions Partnership & Learner Onboarding\nPartner with the admissions coordinator to ensure a seamless transition into the program for every learner and family, beginning before enrollment\nJoin tours when sent by the admissions coordinator; counsel families through the ESA process where relevant\nGather continuity of care information prior to each learner's start date — teams should never meet a learner on day one without context\nLead or participate in parent meetings within the first 30 days; ensure therapy carryover, communication supports, and sensory considerations are integrated from the start\nLearning Environment & Accessibility\nEnsure studio environments support meaningful access for learners ages 3–8 — materials, visuals, and setups that allow engagement in multiple ways and at each learner's own level\nIdentify barriers in communication access, motor demands, sensory load, or task design and address them directly or through coaching\nUphold consistency across studios so learners can predict, navigate, and access learning anywhere in the building\nInterdisciplinary Integration\nCoordinate actively and consistently with the site's Interdisciplinary Services team — therapeutic carryover lives in studios, transitions, and how guides interact with learners throughout the day, not only in designated moments\nMaintain a real-time understanding of what each learner is working on therapeutically; ensure that work is visible in studio setup, engagement, and coaching\nQuality Assurance & Team Growth\nRegularly review observations, learner progress, and family feedback across studios; bring analysis to the DLE with specificity\nSupport a culture of reflection and growth where feedback is expected, normalized, and used to strengthen practice — not treated as a performance event\nIdentify team members ready for greater responsibility and actively participate in the pipeline from Support to Guide to Lead to Coordinator\nQualifications\nRequired\nBachelor's degree in early childhood education, special education, child development, or a related field — or equivalent experience\n3+ years of experience in an early childhood or early intervention setting serving neurodivergent or disabled learners\nDemonstrated experience coaching, supervising, or developing other educators or caregivers\nWorking knowledge of neurodiversity-affirming frameworks, including the Neurodiversity Paradigm, Social Model of Disability, and trauma-informed practice\nStrong observational skills — able to see what is happening in a room, name it clearly, and translate it into actionable coaching\nWarm, direct interpersonal style — relational with families and learners, clear and accountable with team members\nPreferred\nExperience in a center-based, multi-studio, or multi-room learning environment\nBackground in early childhood special education, developmental therapy, or a related clinical field\nFamiliarity with AAC, visual supports, sensory-informed practice, and therapeutic carryover in an educational setting\nExperience supporting families of young neurodivergent learners through early diagnosis, placement decisions, and goal-setting\nLived experience with disability, neurodivergence, or as a family member of a disabled or neurodivergent child\nWhy Indie\nWe're a team that leads with values — in how we show up for learners, families, and each other. You'll join a collaborative, mission-driven organization where your work directly shapes the experience of children and families who deserve the very best.\nIndie Laine Learning Co. is an equal opportunity employer committed to building an inclusive and supportive workplace. indielearningco.com\nPay: $65,000.00 - $80,000.00 per year\nBenefits:\nDental insurance\nEmployee discount\nHealth insurance\nPaid time off\nProfessional development assistance\nReferral program\nVision insurance\nEducation:\nBachelor's (Required)\nLicense/Certification:\nAZ Teaching Licensure (Required)\nAbility to Commute:\nPhoenix, AZ 85012 (Required)\nWork Location: In person","datePosted":"2026-07-20T11:59:49.971Z","dateModified":"2026-07-20T11:59:49.971Z","hiringOrganization":{"@type":"Organization","name":"Indie Learning","sameAs":"https://jobsearcher.com"},"jobLocation":{"@type":"Place","address":{"@type":"PostalAddress","addressLocality":"Phoenix","addressRegion":"AZ","addressCountry":"US"}},"identifier":{"@type":"PropertyValue","name":"JobSearcher","value":"f2474daf39373280dc8b773c"},"url":"https://jobsearcher.com/jobs/f2474daf39373280dc8b773c"}}