Literacy Coach

New Philadelphia City Schools is seeking a highly qualified Literacy Coach at the High School

• Lead in the development, implementation, and revision of the EL program
• Provide leadership and support for Tier II and Tier III literacy interventions aligned with the Science of Reading.
• Collaborate with administrators, intervention specialists, special education staff, and classroom teachers to identify students requiring targeted literacy support.
• Analyze screening, diagnostic, formative, and summative assessment data to determine literacy needs and intervention priorities.
• Support the design, implementation, and progress-monitoring of evidence-based reading interventions for adolescent learners.
• Coach teachers and interventionists on effective instructional practices for students with significant literacy skill gaps.
• Model and demonstrate structured literacy practices, including instruction in phonemic awareness, phonics, fluency, vocabulary, language comprehension, and written expression.
• Support the implementation of Multi-Tiered Systems of Support (MTSS) and Response to Intervention (RTI) frameworks for literacy.
• Assist staff in interpreting literacy assessment data and using data to make instructional decisions.
• Monitor student progress and collaborate with intervention teams to adjust instructional plans based on outcomes.
• Facilitate professional learning related to adolescent literacy interventions, structured literacy practices, and evidence-based reading instruction.
• Maintain records and documentation related to intervention services, student progress, and coaching activities as required by district and grant guidelines.
• Collaborate with families and community partners to support literacy development and student success.
• Stay current on research and best practices in adolescent literacy, intervention strategies, and the Science of Reading.
• Participate in district and state literacy initiatives and ensure fidelity to grant requirements and program expectations.

• Bachelor's Degree from Accredited institution college or university
• Valid Ohio teaching license

• Completion of all required Ohio Science of Reading professional learning modules
• Demonstrated knowledge of structured literacy practices and evidence-based reading intervention strategies
• Experience analyzing student achievement data and implementing targeted interventions.
• Strong communication, collaboration, organizational, and leadership skills.
• Experience working with diverse learners, including students with reading deficiencies and students receiving special education services.

• Candidates must have completed the required Science of Reading professional learning modules

• Completed LETRS Training, Volumes 1 and 2.
• Completed Associate Level Orton-Gillingham Training.
• Hold a valid Ohio Reading Endorsement (PreK
  12), Endorsement #059902 appearing on the educator's teaching license or certificate. No other endorsement fulfills this requirement.
• Hold a Master's or Doctoral Degree in Reading or Literacy, with the degree title, major area of study, specialization, or concentration specifically identified as "Reading" or "Literacy".
• Earned a passing score on Ohio's Reading Instruction Assessment, aligned to Ohio's Reading Competencies. Passing this assessment does not result in a reading endorsement and does not replace the Praxis 5205 requirement for educators licensed before July 1, 2017.

• Master's degree in Education, Reading, Literacy, Curriculum and Instruction, or a related field.
• Experience as a literacy coach, reading intervention specialist, or instructional leader.
• Experience implementing secondary literacy intervention programs.
• Knowledge of adolescent literacy development, dyslexia-informed practices, and structured literacy methodologies.
• Experience supporting MTSS implementation and progress monitoring systems.

• Ability to work collaboratively across classrooms and school settings.
• Ability to conduct classroom observations, model lessons, and facilitate professional learning.
• Regular use of technology for data analysis, communication, and instructional support.

Reports To:

Building Principal and/or District Literacy Leadership Team

Position Type:
Grant-Funded High School Literacy Coach (Tier II/III Intervention Focus)