Learner Experience Coordinator

About Indie Indie 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. About the Role The 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. The 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. What You'll Do Daily Rhythm & Studio Quality Set 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 Spend regular, structured time in studios using Indie's observation framework to assess learner engagement, regulation support, communication access, and teaching quality in real time Translate observations into clear, specific, actionable feedback that Studio Leads and Guides can immediately apply Provide in-the-moment coaching and modeling — be someone teams can watch and learn from, not only someone who gives feedback from outside the room Instructional Alignment & Coaching Ensure teaching practices across all studios reflect Indie's approach: play-based, learner-led, communication-centered, and grounded in neurodiversity-affirming frameworks Develop and implement sustained coaching plans for Studio Leads based on observations, learner needs, and DLE priorities Coach 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 Maintain accountability for instructional integrity across all studios Learner Goal Setting & Instructional Direction Lead learning goal development for every learner in the program, connecting individual goals to daily studio practice across the team Develop 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 Conduct fidelity checks comparing the DLE's instructional framework with observed practice; identify gaps and address them directly Ensure academic learning and life skill development are embedded throughout daily rhythms as integrated experiences, not isolated blocks Learner Progress Monitoring & Documentation Maintain an active, current understanding of each learner's progress through ongoing observation, conversation with Studio Leads, and direct engagement with learner data Monitor progress against goals regularly and adjust instructional direction, studio supports, or placement when something isn't working — don't wait for a quarterly review Hold Studio Leads accountable for documentation quality and partner with them to close gaps before they become systemic Family Partnership Serve as the primary relationship for families — know families by name, know their child, and be the person families reach when something matters Lead goal-setting and progress conversations with honesty, warmth, and directness; facilitate these as genuine partnerships, not informational handoffs Coach Studio Leads on how to communicate with families, especially in moments involving challenge, change, or difficulty Monitor the family experience across studios and address breakdowns in communication or consistency at the team level Admissions Partnership & Learner Onboarding Partner with the admissions coordinator to ensure a seamless transition into the program for every learner and family, beginning before enrollment Join tours when sent by the admissions coordinator; counsel families through the ESA process where relevant Gather continuity of care information prior to each learner's start date — teams should never meet a learner on day one without context Lead or participate in parent meetings within the first 30 days; ensure therapy carryover, communication supports, and sensory considerations are integrated from the start Learning Environment & Accessibility Ensure 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 Identify barriers in communication access, motor demands, sensory load, or task design and address them directly or through coaching Uphold consistency across studios so learners can predict, navigate, and access learning anywhere in the building Interdisciplinary Integration Coordinate 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 Maintain a real-time understanding of what each learner is working on therapeutically; ensure that work is visible in studio setup, engagement, and coaching Quality Assurance & Team Growth Regularly review observations, learner progress, and family feedback across studios; bring analysis to the DLE with specificity Support a culture of reflection and growth where feedback is expected, normalized, and used to strengthen practice — not treated as a performance event Identify team members ready for greater responsibility and actively participate in the pipeline from Support to Guide to Lead to Coordinator Qualifications Required Bachelor's degree in early childhood education, special education, child development, or a related field — or equivalent experience 3+ years of experience in an early childhood or early intervention setting serving neurodivergent or disabled learners Demonstrated experience coaching, supervising, or developing other educators or caregivers Working knowledge of neurodiversity-affirming frameworks, including the Neurodiversity Paradigm, Social Model of Disability, and trauma-informed practice Strong observational skills — able to see what is happening in a room, name it clearly, and translate it into actionable coaching Warm, direct interpersonal style — relational with families and learners, clear and accountable with team members Preferred Experience in a center-based, multi-studio, or multi-room learning environment Background in early childhood special education, developmental therapy, or a related clinical field Familiarity with AAC, visual supports, sensory-informed practice, and therapeutic carryover in an educational setting Experience supporting families of young neurodivergent learners through early diagnosis, placement decisions, and goal-setting Lived experience with disability, neurodivergence, or as a family member of a disabled or neurodivergent child Why Indie We'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. Indie Laine Learning Co. is an equal opportunity employer committed to building an inclusive and supportive workplace. indielearningco.com Pay: $65,000.00 - $80,000.00 per year Benefits: Dental insurance Employee discount Health insurance Paid time off Professional development assistance Referral program Vision insurance Education: Bachelor's (Required) License/Certification: AZ Teaching Licensure (Required) Ability to Commute: Phoenix, AZ 85012 (Required) Work Location: In person