Coach Special Literacy

Coach on Special Assignment for Literacy

Position Type:
Student Support Services/ Coach on Special Assignment

Date Posted: 6/8/2026

Location:

Hamtramck Public Schools

Executive Director of Student Achievement

The Coach on Special Assignment (COSA) will support local (district) K-5 classroom teachers in developing and implementing research-based instructional practices in early literacy through on‑going collaborative study and coaching in addition to providing regional literacy leadership facilitated through WRESA.

• Possession of a valid Michigan teaching certificate.
• Bachelor's degree, advanced coursework in literacy, or related field.
• Master's Degree in literacy or Reading Specialist certification, Reading Recovery Training, or equivalent training focused on research-based practices in early literacy (preferred).
• Five or more years successful teaching experience.
• Experience facilitating grade/team level professional learning.
• Experience in mentoring and/or coaching teachers.
• Must have completed or be making progress toward LETRS training.

• Ability to work well with people and maintain productive and positive interpersonal skills.
• Knowledge of current state literacy standards and MAISA GELN Essential Instructional Practices in Literacy.
• In-depth knowledge of reading and writing processes and acquisition as evidenced in daily practice.
• Knowledge of high‑quality literacy instruction, including expertise in delivering explicit and systematic instruction to build foundational literacy and deep comprehension.
• Knowledge and appropriate use of research-informed instructional practices to help all students develop literacy knowledge, skills, and abilities including concepts of print, phonemic awareness, letter‑sound recognition, word reading, comprehension, vocabulary, fluency, writing, critical thinking, and motivation.
• Recognition of a variety of assessment purposes and experience utilizing formative, screening, and diagnostic tools to inform instruction.
• Ability to use observational data and formative assessment processes to guide professional learning and coaching.
• Proficiency in technology‑based instructional and organizational tools.
• Willingness to invest in one's own learning through professional reading, active participation in professional learning workshops, and attendance at local, state, and national professional conferences for professional growth.
• Ability to provide and receive feedback to adjust practice.

• Develop and maintain strong relationships with teaching staff by creating a professional and collaborative environment that includes mutual respect, teamwork, and accountability.
• Attend statewide and countywide coach training and networking sessions.
• Coach side‑by‑side with K‑3 classroom teachers to support implementation of best practices in early literacy employing a core set of coaching activities, including:
  • Observing to provide low‑inference feedback.
  • Co‑planning, goal‑setting, and having reflective conversations.
  • Co‑teaching lessons with teachers.
  • Modeling specific instructional moves.
• Spend the majority of time working directly with K‑3 teachers, individually or in small groups, to align their beliefs with research‑informed instructional practices and enhance their:
  • Classroom literacy environment.
  • Use of research‑informed literacy strategies.
  • Implementation of new literacy programs and strategies.
  • Use of practices aligned with state standards.
• Provide job‑embedded feedback for teachers as they reflect on, set goals for, practice and refine skills learned through the Essential Instructional Practices in Literacy.
• Analyze formative assessment and diagnostic data to create instructional plans.
• Plan and set coherent, aligned goals for teachers' development based on data related to student learning.
• Support teachers to collect and analyze data to inform instructional decisions.
• Lead, organize, and/or facilitate professional learning communities and district‑wide literacy committee.
• Facilitate small and large group meetings to build capacity and extend literacy learning with K‑3 classroom teachers.
• Meet regularly with the…