Homeless Services, Coordinated Entry System Training and Instructional Design Sp

• Bachelor’s degree in instructional design, education, adult learning, training and development, human services, public administration, communications, social work, or a related field; an equivalent combination of relevant education and professional experience may be considered. • Minimum two years directly related experience with Continuum of Care program and HUD Coordinated Entry programs. • Experience preparing and delivering instructor-led, virtual, or online training for professional audiences. • Experience developing curricula, lesson plans, presentations, eLearning content, tutorials, job aids, or other instructional materials. • Knowledge of adult-learning principles, instructional-design practices, facilitation methods, and learner assessment. • Strong public-speaking, presentation, facilitation, writing, interpersonal, organizational, and project-management skills. • Ability to explain technical and policy concepts to learners with different roles, experience levels, and technical abilities. • Strong attention to detail and the ability to maintain accurate project, course, and version-control documentation. • Ability to work effectively both independently and collaboratively in a multidisciplinary environment. • Ability to travel throughout the CoC geography, as needed, to deliver training and support CES partners. • Understanding of the Continuum of Care program and HUD Coordinated Entry Requirements as defined in the CoC Program interim rule and HUD Notice CPD-17-01 Notice Establishing Additional Requirements for a Continuum of Care Centralized or Coordinated Assessment System, plus HUD resources and guidebooks on CES topics • Ability to prioritize and manage multiple activities simultaneously in a fast-paced, changing environment while meeting stringent deadlines. • Ability to collaborate with subject-matter experts and translate complex policy, procedural, or technical information into clear learning content. • Ability to provide responsive and professional user support through multiple communication channels. #HCDLA #Indeed

Homeless Services, Coordinated Entry System Training and Instructional Design Specialist ICF’s Homeless Services team works with federal agencies, state and local governments, non-profits, and other community partners to implement evidence-based best practices and to innovate and identify new solutions to ending homelessness. ICF is currently seeking an experienced and mission-oriented candidate to support the development and delivery of high-quality training and capacity building resources for partners and stakeholders in a Coordinated Entry System (CES) for a large Continuum of Care (CoC). The successful candidate will develop and deliver engaging instructor-led, virtual, online, and blended learning experiences using adult-learning principles and instructional-design best practices. Working closely with CES leadership and subject matter experts, the Specialist ensures that training content reflects current policy priorities, operating procedures, assessment requirements, and system functionality. The successful candidate will use evidence-based practices and adult learning principles to support users in applying CES requirements, evaluate learner performance, maintain course documentation, and continuously improve training based on participant feedback, assessment results, policy changes, and identified implementation needs. Please note: This role is contingent upon a contract award. While it is not an immediate opening, we are actively conducting interviews and extending offers in anticipation of the award. Key Responsibilities: Course and Content Development • Collaborate with subject-matter experts, program leaders, CES users, and participating providers to identify training and performance-support needs. • Maintain current knowledge of CES policies, operating procedures, assessment practices, referral workflows, and implementation requirements and stay informed about applicable HUD Coordinated Entry requirements and other guidance affecting CES implementation • Analyze gaps in learner knowledge, skills, confidence, and application of CES policies and procedures. • Identify target audiences and define the competencies participants should demonstrate after completing training. • Establish instructional goals and measurable learning objectives that align with CES policy, operating procedures, system functionality, and intended workplace outcomes. • Determine the appropriate instructional approach, delivery format, practice activities, supporting resources, and evaluation methods for each learning need. • Apply adult-learning principles, instructional-design models, and current learning-technology practices when developing training, including exercises and activities that strengthen learner engagement, knowledge retention, skill development, and workplace application. • Design curricula, course outlines, lesson plans, facilitator guides, participant workbooks, presentations, job aids, frequently asked questions, website tips, and other performance-support resources that strengthen learner retention, capacity, confidence, and job-related competencies. • Translate complex policy, procedural, and technical information into clear, accessible, and action-oriented instructional content. • Visualize and design instructional graphics, course layouts, user interfaces, storyboards, and finished learning products. • Review training content for technical accuracy, policy alignment, instructional quality, accessibility, consistency, and usability. Training Delivery and Facilitation • Prepare and deliver foundational and specialized training on CES policies, processes, workflows, tools, and technologies. • Lead engaging in-person training sessions across the Continuum of Care and facilitate live webinars for CES users and participating providers. • Use adult learning principles such as demonstrations, exercises, case scenarios, role plays, guided practice, and group discussion to help learners apply CES requirements in realistic settings. • Adapt delivery methods to meet the needs of learners with varying roles across CES functions and provider types, experience levels, technical abilities, and familiarity with CES. • Clearly explain complex policy, procedural, and technical concepts to both technical and nontechnical audiences. • Model accurate CES practices and reinforce standardized implementation through training, coaching, and technical assistance. • Schedule trainings and workshops and communicate with participants regarding registration, prerequisites, course expectations, logistics, learning materials, and follow-up resources. • Coordinate training logistics, including room setup, technology, attendance tracking, instructional materials, and webinar administration. • Support course setup, enrollment, content maintenance, participant access, completion tracking, and reporting within the learning-management system or other training platform. • Travel throughout the CoC geography, as needed, to deliver training and support CES partners. Quality Improvement and Communication • Define criteria for evaluating learner knowledge, skills, competencies, and performance. • Develop pre-assessments, knowledge checks, quizzes, skills demonstrations, practice exercises, course assessments, and other evaluation instruments. • Align assessments with instructional goals, learning objectives, course content, and expected workplace competencies. • Review assessment results, course evaluations, participant feedback, attendance information, and technical-assistance requests to evaluate instructional effectiveness and incorporate improvements based on results. • Use root cause analyses or similar techniques to determine whether reported issues relate to training, policy interpretation, user knowledge, system functionality, or broader workflow implementation, and make recommendations to CES Management Entity leadership for further assessment by appropriate CES and CoC leadership