Foundational Literacy Coach

Foundational Literacy Coach Tempe School District No.3 Curry Elementary - Tempe, Arizona Open in Google Maps

This job is also posted in Tempe Elementary Schools

Job : 5869622
Final date to receive applications: Aug 10, 2026 11:59 PM (Mountain Standard Time)
Re-Posted: Aug 06, 2026 6:00 AM (UTC)
Starting Date: Immediately

TITLE
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Foundational Literacy Coach

About Us:

Established in 1874, we have grown to 21 schools, serving over 10,000 students with over 50+ languages spoken by our students.

Our organization is centered around our values and beliefs that our students are confident self-advocates with interpersonal and critical thinking skills who productively and innovatively make a positive impact in their current and future communities.

We are proud of the family-like culture that permeates our system. Our system boasts award winning faculty and principals, high achieving students, signature programs and unparalleled parental and community support.

We take our mission and vision seriously and we are committed to inspiring excellence in every child and every adult so that our students are prepared to embrace the opportunities of tomorrow. At TD3, you have an opportunity to change the world and life trajectory of over 10,000 students.

About the Role:

Why the role exists:

The Foundational Literacy Coach will facilitate and assist pre-k-3 teachers to increase performance of their students’ early literacy skills, measured on the state reading assessment and approved literacy screener. The coach 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 the 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.

Responsibilities & Deliverables:

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 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 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, 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…