Early Literacy Coach

Position Title:

Early Literacy Coach
- Grant Funded Position Department:
Instruction

Reports To:

Early Literacy Coach Consultant

Start Date:

07/01/2026 Posting Dates: 05/08/2026 thru 05/22/2026 at 4pm FTE: 1 SUMMARY

To provide direct coaching in the ongoing development and improvement of instruction in all areas of K-3 literacy, interventions, consultation, and assessment in support of all students’ increased growth. The Early Literacy Coach will work closely with the Lead Early Literacy Coach to ensure effective support and coaching of teachers providing support in analyzing assessment data to guide instruction and provide support in research-based K-3 early literacy practices.

• Work with school districts in assessing needs and integrating Multi-Tiered Systems of Support for K-3 literacy including coaching building-level teams in analysis of data
• Engages in Literacy Coaching Cycles with teachers and coaches using activities including, but not limited to, conferencing, modeling, observing, co-planning, and debriefing.
• Participate in regional development and delivery related to research-based literacy strategies and interventions for teachers of Grades K-3
• Compile data necessary to measure outcomes and performance of academic programs
• Participate in the GIRESD Regional Literacy Networks
• Participate in school improvement activities focused on improving instructional practices as evidenced by student outcomes in Grades K-3
• Participate in required trainings for Michigan ISD K-3 Literacy Coaches
• Provide training and support with implementation of a comprehensive system of literacy instruction
• Assist teachers with planning, sequencing, and scaffolding of instruction
• Remain knowledgeable and facilitate professional learning about current research and pedagogical recommendations relevant to the coaching role (LETRS, Literacy Essentials, etc.)
• Work directly with local teachers and administrators as assigned to develop, implement, model, mentor, and use effective instructional practices in the classroom, which are in direct support of student growth.
• Work directly with local teachers and administrators to use data to inform, support, and as needed alter instructional design and decision making in support of highly effective instruction leading to increased student growth and achievement.

• Ability to coach in high-needs classrooms
• Ability to build and maintain confidential relationships
• Ability to compile statistics
• Ability to research information
• Ability to prioritize multiple tasks
• Ability to deal effectively with a changing environment and be open to new ideas
• Ability to communicate in person, via phone and computer

• Occasional reaching/stooping/bending/kneeling/crouching
• Must be able to move intermittently throughout the work day with frequent prolonged standing/walking/talking
• Must be able to read and speak the English language
• Must be able to see, hear, and move intermittently, or use prosthetics that will enable you to function adequately to assure that the requirements of this position can be fully met.
• Must be able to cope with the mental and emotional stress of the position.

• Handle high stress and multi-task situations
• Must have a regular and reliable level of attendance
• Occasional pressures due to multiple calls and projects
• May be exposed to long and/or irregular hours
• Follow all Board Policies and Guidelines

To perform this job successfully, an individual must be able to perform each essential job function satisfactorily. The requirements listed above 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.

• Valid Michigan Teacher Certificate
• Master’s degree in Reading or Administration Preferred
• LETRS (Language Essentials for Teachers of Reading and Spelling) Training

• Instructional skills and knowledge base in early literacy components such as phonemic awareness, phonics, fluency, vocabulary and comprehension
• Familiarity and success with utilizing formative, screening, and diagnostic tools with students to determine appropriate reading instruction
• Ability to utilize data from diagnostic tools to determine additional extra supports needed in order to read at grade level by the end of 3rd Grade[WM5]
• Successful experience in classroom instructional development, curriculum design, and assessment
• Successful experience providing professional development training
• Master’s Degree in Education with teaching experience at Grades K-3[WM6]
• Valid Michigan Teacher Certificate
• LETRS Training