Secondary Literacy Instructional Coach (grades 6-12

Reports to
:

Instructional Supervisor

Location: Secondary School Buildings (grades 6-12)

Supervisor Responsibilities: None

Terms of Employment: 196 Days

Salary Range: Follows the Teacher Union Contract Salary Schedule

The Secondary Literacy Instructional Coach is designed to provide sustained, job-embedded professional learning that strengthens literacy instruction and improves student achievement across all secondary grade levels (6-12). Aligned with the Michigan Department of Education's Coaching Model Framework, the secondary literacy instructional coach serves as a non-evaluative thought partner, co-learner, and facilitator of teacher learning, working collaboratively with educators to implement evidence-based literacy practices grounded in the science of reading while supporting full compliance with Michigan's K-12 Literacy and Dyslexia Law (Public Act 146).

The coach works directly with teachers through classroom-based coaching cycles that include co-planning, modeling, observation, demonstration lessons, and reflective feedback to enhance literacy instruction across all core content areas. In addition, the coach provides building-level leadership by supporting implementation of the district's Multi-Tiered System of Supports (MTSS), facilitating the collection, analysis, and use of secondary literacy screening and progress-monitoring data, and helping educators identify and respond to the needs of all learners, particularly students exhibiting characteristics of dyslexia.

By deliberately balancing individualized teacher coaching with systemic literacy leadership, the coach builds educator capacity, strengthens instructional practices, and advances equitable literacy outcomes for every student.

Note: These duties and responsibilities are judged to be "essential functions" in terms of the Americans With Disabilities Act (ADA). To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The statements below are intended to describe the general nature and level of work being performed and are not an exhaustive list of all duties.

The coach will consistently engage in partnership with teachers to enhance classroom environments, utilize research-informed strategies, and execute standard-aligned practices through five distinct activities:

• Conferencing: Lead one-on-one, non-evaluative conferences with teachers to determine collaborative goals, analyze critical elements of lessons taught by both the coach and teacher, examine/select appropriate texts, and design data-driven equitable instruction.
• Modeling: Provide in-class demonstrations to show how appropriate pacing, intentional scaffolding, and evidence-based materials contribute to student engagement, giving teachers the opportunity to observe and document student literacy behaviors.
• Co-Planning: Collaborate with teachers to build mutual relationships where both parties are equal contributors; ensure plans delineate clear learner outcomes, incorporate grouping options, and deploy outcome-based assessments.
• Observing: Conduct focused classroom observations to document specific student literacy behaviors, monitor building-wide implementation trends to inform professional development, and provide feedback on instructional pacing, scaffolding, and objectives.
• Applying Assessment Literacy: Model how to administer diagnostic, screening, progress monitoring, and achievement assessments, and guide teachers on using data to modify instruction.

The coach will serve as a foundational literacy leader within the building by executing the following collaborative tasks:

• Professional Development: Design and facilitate highly targeted, team-level, grade-level, content-level professional learning opportunities centered on the science of reading.
• Special Education
  
  Collaboration:
  
  Collaborate closely with special educators regarding specialized literacy instruction and scaffolding for students who have intensive or special needs.
• Vision & Program Management: Partner with school administrators to establish a unified school-wide literacy vision, continually refining and managing the building’s overall literacy program.
• District-to-Building Liaison: Act as a critical intermediary by attending district-level workshops and translating state/district literacy initiatives into actionable plans for building-level stakeholders.

• Establish Trust & Rapport: Cultivate a low-stakes, trusting environment through active grade-level / department-level meeting participation and strategic resource-finding so teachers can take instructional risks without fear of evaluation.
• Deep Self-Reflection: Guide educators to reflect deeply on their own practice, intentionally diagnosing both the benefits and hidden obstacles related to implementing new literacy strategies.
• Prioritize Integration: Help teachers seamlessly mesh new…