Manager (TA Coach) - Inclusive Support Programme

The Community Psychology Hub (CPH) is dedicated to improving people’s lives through innovative, quality psychological and research services. We work in active collaboration with partners in the social service and public sector to provide care for persons with vulnerabilities alongside their families in the community. Set up by the Ministry of Social and Family Development in 2015, we were a unit sited within SG Enable Ltd and are now a Public Company Limited by Guarantee effective 1 September 2026. The Inclusive Support Programme (InSP) Technical Assistance (TA) team works with preschool centres and implementation partners to strengthen and scale inclusive preschool practice across the early childhood sector. We are seeking experienced professionals to join the team as TA Coaches. We welcome both full-time and part-time applicants (minimum commitment of 1–2 days per week) . As a TA Coach, you will work alongside the centre's core team, which includes Early Childhood (EC) educators, Early Intervention (EI) professionals, the Head of Inclusion (HOI) and Centre Principal (CP), to translate InSP programme requirements and recommended practices into meaningful centre and classroom practice. The role requires a balance of structure and adaptability: maintaining fidelity to the InSP model while responding to the readiness, strengths and challenges of each centre. Responsibilities 1. Coaching and Implementation Support • Provide centre-based and, where appropriate, online technical assistance and coaching to assigned InSP scale-up sites. • Operationalise and interpret InSP programme guidelines, workflows and recommended practices into contextually appropriate centre and classroom practice, moving beyond checklist management while maintaining fidelity to core programme expectations. • Conduct observations of classroom practice on the implementation of inclusive practices, provide strength-based feedback, and identify areas for growth that inform coaching priorities and support the refinement of practice. • Apply the InSP coaching model to facilitate reflective conversations, goal setting, focused classroom observation and constructive feedback that strengthen reflective practice and support the transfer of inclusive practices into everyday teaching. • Adapt coaching strategies, intensity and sequencing to the centre's readiness, strengths, barriers and emerging needs while maintaining agreed non-negotiable elements of the programme. • Provide modelling, technical input, or direct guidance where appropriate, while progressively building the centre team's capacity to take ownership of implementation. • Maintain clear professional boundaries and identify when barriers fall outside the scope of coaching; escalate management, policy or organisational issues to the TA Lead / Senior Manager with appropriate recommendations. 2. Collaborative Practice and Centre Capability Building • Build trusting, respectful and collaborative working relationships with the centre core team, including the Centre Principal (CP), Head of Inclusion (HOI), EI professionals, EC educators and other relevant centre-based inclusion roles. • Promote shared ownership of InSP across EC and EI professionals and support a whole-centre view of inclusion, rather than positioning implementation as the responsibility of one professional group. • Facilitate collaborative teaming and problem-solving, including co-planning, co-teaching and the application of inclusive strategies across classroom routines, learning experiences and language contexts. • Moderate differing perspectives, surface assumptions and support constructive resolution of implementation challenges among stakeholders. • Engage centre leaders to strengthen the conditions required for implementation, including role clarity, protected collaborative time, accountability, communication and continuity of practice. • Identify and strengthen internal champions and coaching capacity within the centre so that inclusive practices can be sustained between TA coaching visits and beyond Year 1 implementation. 3. Implementation Planning, Monitoring and Assessment • Co-develop the InSP Action Plan with the centre core team, by identifying barriers and priorities, agreeing on strategies, actions, responsibilities and timelines, and reviewing progress regularly. • Support the team to translate implementation barriers into clear goals, strategies, actions, responsibilities and timelines; monitor progress and revise goals or strategies as centre needs change. • Develop and maintain working knowledge of the prescribed InSP implementation and fidelity assessment tools and complete required assessments in accordance with programme guidance and timelines. • Interpret assessment findings and coaching information with the centre team to identify progress, implementation gaps and priorities for subsequent coaching. • Monitor fidelity to key InSP programme features and recommended practices, using data as part of a continuous improvement process rather than solely for compliance. 4. Documentation, Communication and TA Team Collaboration • Maintain accurate and timely coaching documentation, including coaching logs, action plans, progress records and implementation/fidelity assessment records, ensuring that documentation supports reflection, decision-making and follow-through. • Share monthly updates with the TA team on centre progress, emerging risks, implementation barriers, support required and agreed follow-up actions. • Attend CPH TA team monthly coaches' meetings and participate actively in case discussions, calibration, peer consultation, problem-solving and shared learning. • Communicate progress and concerns clearly, respectfully and credibly while maintaining appropriate confidentiality and professional boundaries. 5. Professional Development and Reflective Practice • Participate in onboarding, professional development, supervision, calibration and other learning a…