School Literacy Coach; K-5 - Rosecrest Elementary

School Literacy Coach (K-5) – Rosecrest Elementary,

• Position Type: District Coordinator or Specialist
• Date Posted: 5/29/2026
• Date Available: 08/03/2026
• Closing Date: 06/08/2026

Please note that this posting closes at 3:00 pm on the date listed above.

If you have any questions regarding the position, please contact Ann Kane, Principal, at  or email akane.

To perform this job successfully, an individual must be able to perform each essential function satisfactorily, with or without reasonable accommodations. The requirements listed below are representative of the knowledge, skills, training, education, responsibilities, abilities; the machines, tools and equipment used; background; and any licenses or certifications required. Physical, punctual, reliable, and predictable regular attendance is an essential job function.

The School Literacy Coach works with K-5 classroom teachers to build instructional capacity and improve student achievement in English Language Arts (ELA). The coach supports implementation of the ELA Utah Core Standards through research‑based literacy practices aligned to the Science of Reading using district‑adopted resources. The School Literacy Coach provides sustained support to teachers through a continuum of job‑embedded coaching and professional learning opportunities.

• Instructional Coaching & Support:
  • Provide job‑embedded professional learning aligned to teacher and student needs through pre‑planning, data collection, and reflective conversations.
  • Support teachers in aligning instruction to curriculum and implementing effective literacy practices through coaching cycle interactions (e.g. in‑class modeling, co‑teaching, and shadow teaching).
  • Develop and maintain confidential, positive, and collegial relationships with teachers while providing appropriate non‑evaluative feedback.
• Professional Learning & Content Leadership:
  • Develop and deepen own content knowledge of literacy theory and the Science of Reading through participation in district‑level learning and personal coaching with district coaches and staff.
  • Design and deliver professional learning based on principles of adult learning, supporting PLC work and school‑wide literacy initiatives.
  • Lead school‑wide implementation of evidence‑based instructional practices aligned to district and state literacy frameworks.
• Assessment & Data Analysis:
  • Coordinate and oversee the administration of Acadience Reading, NWEA MAP, and other diagnostic assessments, ensuring scoring accuracy and inter‑rater reliability.
  • Support administration and staff in analyzing and interpreting data to evaluate and refine school‑wide literacy instruction.
• Strategic
  
  Collaboration:
  
  
  • Partner with school administration to align coaching work with the Continuous Improvement Plan (CIP) and District Strategic Plan.
  • Serve on the school literacy and MTSS teams to establish and monitor Individualized Reading Plans (IRPs) to ensure literacy interventions are data‑driven and aligned with individual student needs.
  • Maintain coaching records and documentation using district‑approved tools (e.g., Connect Hub).
  • Collaborate with district staff to ensure school‑level instructional practices and supports are aligned with district standards.
• Professional & Ethical Standards:
  • Model professional and ethical standards and adheres to the Utah Professional Practices Advisory Commission (UPPAC) standards.
  • Maintain records and confidentiality of all student information in secure locations.

• Other duties as assigned.

• Mastery of Science of Reading research, lesson design, and evidence‑based ELA instructional strategies.
• Proficiency in analyzing and interpreting student assessment data to drive instructional decision‑making.
• Knowledge of adult learning theory and the ability to facilitate professional growth in colleagues.
• Excellent oral and written communication skills with the ability to function as a collaborative member of a professional team.
• Demonstrated initiative, responsibility, and self‑direction.
• Ability to manage time and schedules to maximize coaching effectiveness and teacher access.