Foundational Literacy Coach - Phoenix Early Learning Center; K-3rd), SY

Position: Foundational Literacy Coach - Phoenix Early Learning Center (K-3rd), 2026/2027 SY
Foundational Literacy Coach - Phoenix Early Learning Center (K-3rd Grade), 26/27 SY

Must have a Reading Endorsement or K-5 Literacy Endorsement

AZACS is growing, and we invite you to apply to be part of our award-winning team

AZACS was awarded the 2023/2024 National ESEA Distinguished Schools Award for Arizona and the 2022 YASS Prize for innovation in education and providing a transformational experience by expanding unique individualized learning programs for autism charter schools.

The Arizona Department of Education supports the hiring of Foundational Literacy Coaches for the purpose of facilitating and assisting pre-k-3 teachers to increase performance of their students' early literacy skills, measured on the state reading assessment and approved literacy screener. The coaches will facilitate learning aligned to the science of reading research and provide technical assistance to teachers that will improve implementation of aligned practices into daily literacy instruction and intervention.

This work includes the integration of Arizona's English Language Arts (ELA) Standards and Arizona's Early Learning Language and Literacy Standards, locally determined literacy curricula and intervention programs, and use of data collected from the administration of formal and informal assessment tools.

The Foundational Literacy Coach is responsible for assisting teachers in the implementation and effective delivery of scientifically based reading instruction with a focus on Tier 1/Core. Coaches will provide appropriate services to their assigned school for a cohesive, sustained, intensive, and classroom-focused approach that is rigorous, engaging, and relevant for students. Literacy coaches will provide a non-threatening, open, professional, and collaborative work relationship with district/charter-level school personnel, other school-based coaches, principals, and teachers.

They will be required to use data to effectively identify the needs of the assigned school to prioritize, schedule, organize, and provide technical assistance that builds educator capacity to provide effective literacy instruction so that students meet age and grade-level literacy expectations by the end of 3rd grade and beyond.

Major Responsibilities:
Responsibilities of the foundational literacy coach include building the capacity of pre-k-3rd-grade classroom teachers, ESS teachers, and reading interventionists in reflective practice focused on improving reading instruction/student achievement in the following ways:

• Provide information and training to teachers in a variety of settings (e.g., whole group staff development, grade level meetings, one-on-one)

• Model and co-teach instructional strategies and techniques

• Support teachers in the implementation of new skills through instructional or facilitative coaching

• Observe new and experienced teachers in the classroom during the reading instructional tiers to provide specific one-on-one feedback regarding evidence-based practices to individual teachers during the coaching conferencing process

• Assist in planning and implementation of a 90 to 120-minute K-3 literacy block with an emphasis on phonemic awareness, phonics, comprehension, vocabulary, and fluency, in addition to oral and written language

• Assist in planning and implementation of developmentally appropriate pre-k literacy practices with an emphasis on language, emergent literacy, and emergent writing

• Provide professional learning opportunities related to core and intervention instruction

• Provide resources, tools, and research for enhancing instructional practices

• Support teachers to deepen their understanding of content knowledge, evidence-based reading strategies, and how to use a variety of assessments to monitor student achievement

• Support grade-level teams in analyzing data and designing next steps for instruction

• Maintain records related to coaching cycles, professional development, and data related to early literacy screening

• Meet with the school administration and leadership team regularly to examine school data and assist in school-wide planning and implementation of meaningful literacy professional learning…