Literacy Coach (Kindergarten-3rd Grade)

Position:K-3 Literacy Coach (1.0 FTE)

Location:District Wide

Reports To:Executive Director of Teaching & Learning/Principals

Certification: Elementary Education; Reading or Reading Specialist Endorsement

Preferred

Salary: Bargaining Unit Agreement

Start Date: 2025 -2026 School Year

Position Summary

The Literacy Coach will assist and support principals and classroom teachers in assessment instructional grouping choosing appropriate texts and materials teaching reading and writing strategies and conducting professional development. A thorough understanding of Multi-Tiered Systems of Support is essential along with the ability to identify and implement evidence-based practices that enhance teacher instruction. The coach will primarily work in classrooms with teachers engaging in activities such as modeling observing coaching and co-teaching. The focus of the coachs efforts will be to help educators use evidence-based learning to inform instructional planning that positively influences student achievement. Furthermore the Early Literacy Coach will plan and conduct educational opportunities for parents and families of K-3 students as appropriate. This position will require a 40-hour workweek in a flexible schedule to meet the needs of the school staff and parents. This position is funded through the KISD Early Literacy Grant.

Essential Functions and Responsibilities Essential functions under the Americans with Disabilities Act may include any of the following duties knowledge and skills. This list is illustrative only and is not a comprehensive listing of all functions and duties performed by employees in this position. Regular on-time and in-person attendance is an essential function of this job. Other essential functions may include but are not limited to the following:

• Work with schools in assessing needs and integrating a Multi-Tiered System of Support for K-3 literacy including coaching building-level teams in the analysis of data.
• Work with the Multi-Tiered System of Supports building and district leadership teams in supporting sustainable implementation across all tiers of instruction.
• Monitor instructional effectiveness and student progress using tools and strategies gained through professional development.
• Monitor implementation fidelity of selected evidence-based instructional strategies practices and curricula.
• Identify school teaching and learning needs barriers and weaknesses by analyzing evidence of learning and organizing and implementing problem-solving actions with teachers.
• Demonstrate knowledge about current and past research in the specific content area and other pedagogies relevant to the coaching role.
• Develop deep content and pedagogical knowledge in the evidence-based learner-centered approach to instruction.
• Facilitate school-based professional development working with teachers (in teams or individually) to refine their knowledge and skills. Professional development could include but not be limited to: The Essential Instructional Practices in Early Literacy K-3 administering and analyzing instructional assessments research supported differentiated instruction intensive intervention progress monitoring identifying and addressing reading deficiencies in-class coaching observing modeling of instructional strategies guiding teachers in looking at student work (PLCs) developing lesson plans with teachers based on student needs supporting data analysis supporting the integration of technology co-planning with teachers etc.
• Develop and model high-quality literacy lessons and units for K-3 teachers which may extend into other grades (above or below Kindergarten and 3rd)
• Support the integration of technology in effective literacy instruction
• Participate in school improvement activities focused on improving instructional practices as evidenced by student outcomes in Grades K-3
• Participate in all required coach professional development. The coach is charged with acquiring the knowledge skills and instructional strategies necessary to effectively impact the instructional practices of the teachers that are coached.
• Build and maintain confidential relationships with teachers. The conversations and interactions that the coach has with teachers must always remain confidential to foster a high level of trust between the teacher and the coach. Exceptions to this include imminent physical or psychological danger to the students.
• Attend all activities including but not limited to those required by the grant including: K-3 Essential Instructional Practices Institute Literacy Coaching Network Professional Learning Opportunities Coaching Intensives Quarterly Meetings and Monthly Meetings to support their learning around the Essentials.
• Use the approved MDE Coaching Model as required by the Third Grade Reading Law.
• As needed for completion of duties attend meetings outside of normal working hours.
• Duties as assigned by the supervisor

Employment Qualifications

EDUCATION:

• This position requires a Masters degree from an accredited teacher education program.

EXPERIENCE:

• Previous experience as a K-5 teacher is required.

CERTIFICATES LICENSES OR REGISTRATIONS:

• State of Michigan Teacher Certification
• Elementary Certification is required

OTHER KNOWLEDGE SKILLS AND ABILITIES:

To perform this job successfully an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge skill and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Required:

1. Instructional skills and knowledge base in early literacy components such as phonemic awareness phonics fluency vocabulary and comprehension
2. Knowledge of K-3 state literacy standards
3. Ability to utilize data from screenings and diagnostic tools to determine additional supports needed in order to read at grade level by the end of the 3rd Grade
4. Ability to use observational data and formative assessment processes to guide professional learning and coaching
5. Excellent communication and networking skills
6. Must possess excellent organizational skills technology skills be detail-oriented and team-oriented
7. Experience implementing student interventions/support
8. The use of technology as an instructional and organizational tool
9. Knowledge of the implementation of the IEP process
10. Demonstrated teacher leadership skills
11. Conflict management and resolution skills
12. Knowledgeable in teaching techniques that meet the diverse needs of students
13. Have completed or are willing to complete LTRS training

Physical Demands:

While performing the duties of this job the employee is regularly required to sit use hands to finger handle or feel; talk and hear. The employee is occasionally required to stand walk reach with hands and arms and stoop kneel crouch or crawl. The employee must occasionally lift and/or move up to 30 pounds of stored files. Specific vision abilities required by this job include close vision and the ability to adjust focus particularly when reading and working on a computer screen.

Work Environment:

The physical demands described here are representative of those that must be met by an employee to perform the essential functions of this job successfully. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment is usually moderate.