Early Literacy Coach

Early Literacy Coach

District

Reports To: Elementary Director of Instructional Services

Salary: Per the FHEA Master Agreement Salary Schedule

Job Summary: The Early Literacy Coach supports highquality literacy instruction for children in Junior
Kindergarten through Grade 5 strongly emphasizing building teacher capacity supporting the implementation of
the Michigan Department of Educations early literacy goals and aligning instruction to the GELN Essential
Instructional Practices in Early Literacy. The coach plays a key role in the districts MultiTiered System of
Supports (MTSS) by helping staff deliver effective Tier 1 instruction and providing guidance on Tier 2 supports
when foundational literacy skills need targeted intervention or enrichment.

Qualifications:

Required:

• Valid Michigan teaching certificate with Early Childhood (ZA/ZS) or Elementary Education endorsement.
• Masters degree in Literacy Reading Early Childhood or related field.
• Minimum of 5 years of successful early childhood or early elementary teaching experience.
• Experience in instructional coaching or leading professional learning.
• Familiarity with state and federal early literacy mandates and assessments.
• Deep knowledge of foundational literacy instruction and early reading development.
• Experience or training in the GELN Essential Instructional Practices in Early Literacy.
• Strong coaching and adult learning facilitation skills.
• Expertise in early childhood pedagogy and literacy development.
• Ability to build trusting relationships and collaborate across roles.
• Datadriven mindset and skill in using assessment tools for instruction.
• Culturally responsive and inclusive approach to early learning.

Preferred:

• Reading Specialist or Literacy Coach certification.
• Masters degree in Literacy Reading Early Childhood or related field.
• LETRS certified.

Essential Job Functions:

Instructional Coaching & Support

• Coach classroom teachers in the implementation of researchbased early literacy practices.
• Support consistent use of the GELN Essential Instructional Practices in Early Literacy at both theclassroom and school level.
• Provides jobembedded coaching support by planning modeling coteaching and reflecting withteachers principals counselors professional learning communities (PLCs) and support staff in implementing MTSS.
• Model effective teaching practices in phonemic awareness phonics oral language vocabulary fluencyand comprehension.
• Guide teachers in differentiating instruction to meet the diverse needs of learners particularly in earlyreading acquisition.
• Support Junior Kindergarten in its first year of implementation

MTSS Support & Early Intervention

• Collaborate with instructional teams to implement and refine Tier 1 and Tier 2 instruction within the MTSS framework.
• Assist in identifying students needing early literacy interventions through screening and progress monitoring data analysis.
• Support teachers and paraprofessionals in designing and implementing smallgroup interventions aligned to core instruction and student needs.

Data Analysis & Professional Learning

• Support teachers in collecting and interpreting literacy assessment data to inform instructional decisions.
• Facilitate jobembedded professional learning for teachers and support staff on early literacy instruction and MTSS practices.
• Provide training in effective use of assessment tools (e.g. MAP Growth MAP Reading Fluency Phonics Decoding Assessment etc.) and intervention materials.
• Participates in curricular reviews.

Leadership & Collaboration

• Serve as a literacy leader on school and district MTSS or literacy leadership teams.
• Collaborate with administrators special educators speechlanguage pathologists and interventionists topromote literacy growth in all learners.
• Stay current on state literacy laws and initiatives such as K12 Literacy and Dyslexia Laws to helpensure compliance and best practices.

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.