K-12 District Literacy Coach

K12 District Literacy Coach

District

Reports To: Elementary Director of Instructional Services

Salary: Per the FHEA Master Agreement Salary Schedule

Job Summary: The K12 District Literacy Coach will play a critical role in supporting the districts MultiTiered
System of Supports (MTSS) framework focusing on Tier 1 instructional best practices and Tier 2 literacy
interventions. This position is designed to improve student literacy outcomes by collaborating with teachers
paraprofessionals and school leaders to implement evidencebased literacy practices and ensure datadriven
instructional decisionmaking across grades K12.

Qualifications:

Required:

• Valid Michigan teaching certificate.
• Experience in instructional coaching or teacher leadership roles.
• Minimum of 5 years of successful teaching experience with demonstrated strength in literacy instruction.
• Familiarity with state literacy initiatives (e.g. LETRS Michigans GELN Essential Practices for Literacy).
• Knowledge of the MTSS framework and experience supporting Tier 2 interventions.
• Proficiency in interpreting and applying student achievement data to drive instruction.
• Strong interpersonal and communication skills with the ability to build positive collaborative relationships.
• Deep knowledge of literacy development across grade levels.
• Skilled in adult learning and facilitation techniques.
• Culturally responsive and equityfocused instructional mindset.
• Organized flexible and capable of managing multiple priorities.

Preferred:

• Masters degree in Literacy Reading Curriculum & Instruction or related field.
• Michigan Reading Specialist endorsement.
• LETRS certified.

Essential Job Functions:

Instructional Coaching & Support

• Collaborate with teachers to design implement and refine Tier 2 smallgroup literacy interventionsaligned with MTSS best practices.
• Model effective literacy instruction using researchbased strategies.
• Provides jobembedded coaching support by planning modeling coteaching and reflecting withteachers principals counselors professional learning communities (PLCs) and support staff in implementing MTSS.
• Observe classroom instruction and provide nonevaluative feedback to improve literacy instruction andintervention fidelity.
• Support alignment of Tier 2 instructional materials with core (Tier 1) curriculum and student learninggoals.
• Continuously work to support the whole child (academic behavioral and socialemotional).

Data Analysis & Progress Monitoring

• Provides jobembedded professional learning and participates in Data Team meetings to support

  teachers principals and counselors in analyzing all student data forms (e.g. academic demographic

  behavior etc.) to inform Tier 1 2 and 3 instruction.

• Assist school teams in analyzing universal screening diagnostic and progress monitoring data to identify

  students needing intervention and enrichment opportunities.
• Collaborate with intervention teams to adjust instructional strategies based on student progress and outcomes.
• Maintain accurate documentation of intervention plans student progress and implementation fidelity.

Professional Learning

• Develop and facilitate training sessions for staff on effective literacy strategies interventions progressmonitoring tools and MTSS processes.
• Stay current with research in literacy development differentiated instruction and MTSS practices anddisseminate relevant findings to staff.
• Supports child study ILT PLCs and staff meetings when appropriate.
• Participates in curricular reviews.

Collaboration & Leadership

• Participate in MTSS team meetings data review cycles and problemsolving processes across buildings.
• Serve as a liaison between general education and intervention staff to promote cohesive and coordinatedliteracy support systems.
• Collaborate with building and district leaders to ensure implementation fidelity across all K12 settings.

Consistent and reliable attendance.
Perform other duties as assigned.

Physical Requirements:

While performing the duties of this job the employee is required to stand walk sit use hands to finger handle or feel reach with hands and arms climb or balance stoop kneel crouch or crawl talk hear (in a quiet or noisy environment). The employee must occasionally lift and/or move up to 40 pounds. Specific vision abilities required by this job include close vision distance vision and ability to adjust/focus. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions of the job.

Work Environment:

The noise level in the work environment is usually loud to moderate. Work may be performed indoors and/or outdoors. The employee is directly responsible for the safety wellbeing and work output of students.

Benefits & Evaluation:

In accordance with the FHEA Master Agreement.

Mental Functions:
While performing the duties of this job the employee is required to compare analyze communicate both orally and in writing copy coordinate instruct compute synthesize evaluate use interpersonal skills compile and negotiate.

Terms of Employment:

The employee shall remain free of any alcohol or nonprescribed controlled substance abuse in the workplace throughout his/her employment in the District.