Instructional Coach Interventionist

Overview

Reports To: Principal / Superintendent

General

Summary:

The Instructional Coach/Reading Interventionist (K-5) serves a dual role in supporting high-quality literacy instruction and student achievement. This position is responsible for working collaboratively with classroom teachers to improve instructional practices in early literacy and to provide targeted reading interventions for students in grades K-5. The ideal candidate will have expertise in research-based literacy strategies, data-driven instruction, and early childhood development.

The role includes coaching and modeling effective instructional practices, supporting professional development, analyzing student data, and delivering direct reading intervention to students identified as needing additional support. This person works closely with the Early Literacy Coach who will serve as their mentor and trainer to ensure support for K-5 classroom teachers in developing and implementing research-based instructional practices in early literacy.

This is a grant funded position.

Required:

• Bachelor’s Degree in Education required;
  Master’s Degree in Literacy, Reading, Curriculum & Instruction, or a related field preferred.
• Possession of a valid Michigan teaching certificate
• Minimum of 3 or more years of successful classroom teaching experience, preferably in grades K-5.
• Experience with instructional coaching, professional development facilitation, or reading intervention preferred.
• Knowledge of current Michigan Literacy Essentials and the Science of Reading is highly desirable.
• Experience facilitating grade/team level professional learning
• Experience in mentoring and/or coaching teachers

Minimum Qualifications:

• Valid Michigan Teaching Certificate with appropriate K-5 endorsement(s).
• Demonstrated knowledge of early literacy instruction and assessment.
• Experience using data to inform and differentiate instruction.
• Strong interpersonal and communication skills to effectively work with teachers, administrators, students, and families.
• Ability to maintain confidentiality and professionalism
• Proficiency in the use of educational technology and data management systems (Educlimber).
• Training in a research-based reading intervention program (e.g., Orton-Gillingham, Reading Recovery, Heggerty, LETRS, etc.)
• In-depth knowledge of reading and writing processes and acquisition as evidenced in daily practice
• Knowledge of readers/writers workshop, gradual release, and making thinking visible models
• Knowledge and appropriate use of research-informed instructional practices to help all students develop literacy knowledge, skills, and abilities including concepts of print, phonemic awareness, letter-sound recognition, word reading, comprehension, vocabulary, fluency, writing, critical thinking, and motivation
• Recognition of a variety of assessment purposes and experience utilizing formative, screening, and diagnostic tools to inform instruction
• Ability to use observational data and formative assessment processes to guide professional learning and coaching
• Proficiency in technology-based instructional and organizational tools
• Willingness to invest in one’s own learning through professional reading, active participation in professional learning workshops, and attendance at local, state, and national professional conferences for the purpose of professional growth
• Ability to provide and receive feedback in order to adjust practice

• Instructional Coaching Duties:
  • Collaborate with the Early Literacy Coach, MTSS Team, and K-5 teachers to plan and implement effective literacy instruction aligned with Michigan standards and district initiatives.
  • Model best practices in literacy instruction and co-teach lessons as needed.
  • Support teachers with data analysis to inform instruction, intervention, and student progress monitoring.
  • Lead or assist with professional development related to early literacy and instructional strategies.
  • Facilitate professional learning communities or grade-level data team meetings.
  • Collaborate within the MTSS team to develop intervention plans, provide teacher and paraprofessional support, and support benchmark assessments as…