Literacy Coach

Supervisory Organization

Department of Education–Oliver Hodge Education Building

Job Posting Title

Literacy Coach

Agency

265 DEPARTMENT OF EDUCATION

Supervisory Organization

Department of Education–Oliver Hodge Education Building

Job Posting End Date

Refer to the date listed at the top of this posting, if available. Continuous if date is blank.

Note:

Applications will be accepted until 11:59 PM on the day prior to the posting end date above.

Estimated Appointment End Date (Continuous if Blank)

Full/Part-Time

Full time

Job Type

Regular

Compensation

$68,000

Job Description

POSITION OVERVIEW

A Literacy Coach serves as an instructional leader who supports effective reading development through deep knowledge of how students learn to read, including phonics, fluency, vocabulary, comprehension, writing, and language. This role leverages a multisensory, explicit, systematic, and structured approach to literacy instruction, applying research‑based methods to identify and support struggling readers through targeted intervention plans tailored to individual needs. The Literacy Coach ensures compliance with the Strong Reader’s Act and related literacy legislation, and collaborates closely with special education teams to align practices with IEPs, 504 plans, and state literacy standards.

By building strong partnerships with educators, administrators, families, and community organizations, the Literacy Coach helps design and implement comprehensive, evidence‑based literacy programs that promote equitable learning for all students. Additionally, this role remains current on state and national literacy policies, guiding schools and districts in continuous improvement efforts that strengthen instructional practices and advance literacy outcomes.

Please note: This role is 90% field with required travel to assigned coaching schools with occasional travel for statewide professional development and to the State Department of Education for team meetings.

Essential Functions

• Knowledge & Expertise:
  Demonstrated knowledge and understanding of the science of how students learn to read, including, phonics, fluency, vocabulary, comprehension, writing and language; proficient in utilizing a multisensory, explicit, systematic, and structured approach to reading instruction; ability to apply research-based methods and strategies that promote effective reading development; familiarity with identifying students who are struggling with reading; knowledge of appropriate interventions, accommodations, and teaching techniques to support struggling readers;
  
  ability to develop targeted intervention plans tailored to individual student needs.
• Compliance:
  Understanding of the requirements and guidelines outlined in the Strong Reader's Act (or similar state legislation if applicable); knowledge of the implementation and compliance aspects related to literacy standards and assessments; familiarity with special education rules, regulations and procedures, including Individualized Education Programs (IEPs) and 504 plans; ability to collaborate with special education teams to provide appropriate support and accommodations for students with reading difficulties.
• Collaboration & Support:
  Foster partnerships and collaboration with schools, districts, and other stakeholders to promote literacy initiatives; engage with educators, administrators, parents, and community organizations to build strong support networks for literacy development; collaborate with stakeholders to develop and implement comprehensive literacy programs aligned with state standards and research-based best practices.
• Reading and Associated Difficulties:
  Proficient understanding of how students learn to read and related difficulties; knowledge of evidence-based interventions and…