Literacy Coach – Grant-Funded Position

Literacy Coach
- Grant Funded Position

Location:

Alice Terry Elementary Work Year: 187 days Work Status:
Licensed, Full Time
- Exempt

Reports To:

Building Principal

The overall purpose of this position is to support high-quality literacy instruction in grades K5 through instructional coaching, professional learning, data analysis, and collaboration with teachers and school leadership. The Literacy Coach supports implementation of evidence-based literacy practices aligned to the Colorado READ Act, scientifically based reading research (SBRR), and district instructional priorities.

Instructional Coaching and Teacher Support:

• Provide job-embedded coaching cycles including co-planning, modeling, observation, feedback, reflection, and instructional follow-up.
• Support teachers in implementing evidence-based literacy instruction aligned to scientifically based reading research and district instructional expectations.
• Facilitate teacher reflection and goal-setting through coaching conversations and collaborative planning.
• Support onboarding and induction of new and probationary teachers in district literacy systems, curriculum resources, instructional routines, and instructional expectations.
• Assist teachers in aligning instruction to district literacy look-fors, lesson delivery models, and instructional frameworks.
• Strong knowledge of scope and sequences to co-plan and support Tier I and Tier II instruction, helping teachers intentionally frontload content for SRD students while ensuring lesson alignment and pacing.
• Conduct classroom walkthroughs with administrators and district leaders to calibrate instructional expectations and monitor implementation progress.

Professional Learning and

Collaboration:

• Facilitate Professional Learning Communities (PLCs) focused on lesson preparation, student work analysis, progress monitoring, and data-informed instructional planning.
• Collaborate with principals, district literacy leaders, interventionists, special education staff, and literacy consultants to strengthen literacy systems and instructional coherence.
• Participate in School Leadership Team (SLT) meetings and continuous improvement planning related to literacy goals and student achievement.
• Participate in required Colorado Department of Education (CDE) READ Act trainings, grant meetings, and professional learning opportunities.
• Support implementation of district-approved literacy curriculum, instructional frameworks, MTSS systems, and evidence-based instructional routines.

Data Analysis and Continuous Improvement:

• Support teachers in using i-Ready, DIBELS 8, Lexia Core5, and other literacy data sources to guide instruction, intervention planning, flexible grouping, and progress monitoring.
• Collaborate with teachers and administrators to identify instructional trends, student needs, and next instructional steps through ongoing data analysis.
• Provide timely written and verbal feedback aligned to district instructional priorities and literacy implementation goals.
• Assist with documentation and implementation of grant requirements, may assist with reporting expectations, and sustainability planning.

Leadership and Professional Responsibilities:

• Build positive and collaborative relationships with staff, students, families, and district leaders.
• Maintain professionalism, confidentiality, and ethical practices in all aspects of the role.
• Support a culture of continuous improvement, high expectations, and equitable outcomes for all students.
• Perform other duties as assigned by the building principal consistent with the responsibilities of the position.

Required:

• Valid Colorado Teaching License
• CDE K3 READ Act Designation
• Minimum of five years of highly effective elementary teaching experience

Preferred:

• Master's Degree in Curriculum and Instruction, Reading, Literacy, or related field
• Reading Specialist or Reading Teacher endorsement
• Experience facilitating instructional coaching cycles, adult professional learning, or PLC leadership
• Experience supporting multilingual learners and students with reading difficulties
• Experience with MTSS structures and literacy intervention systems