K-3 Literacy Coach- Grant-Funded Position; Term

K-3 Literacy Coach

The K3 Literacy Coach provides instructional leadership, professional learning, and job-embedded coaching to strengthen consistent, evidence-based Structured Literacy practices across K3. Serving as a teacher of teachers and instructional thought partner, the coach supports educators through modeling, co-teaching, collaborative planning, feedback, professional development, and analysis of student literacy data. The coach will possess deep knowledge of foundational reading skills and support the application of LETRS learning while strengthening alignment among core instruction, assessment, intervention, and District curriculum expectations.

The position is designed to create a multiplier effect: by strengthening the instructional expertise of K3 educators, the Literacy Coach will positively influence literacy instruction and outcomes for approximately 1,000 students each year while developing sustainable practices and internal capacity that remain after the grant concludes.

The K3 Literacy Coach will:

• Provide sustained, job-embedded coaching to K3 teachers through modeling, demonstration lessons, co-teaching, collaborative planning, observation, feedback, reflection, and goal setting to strengthen evidence-based literacy instruction and build teacher capacity.
• Support consistent implementation of Structured Literacy and the science of reading, including explicit, systematic instruction in phonological and phonemic awareness, phonics, decoding, encoding, fluency, vocabulary, oral language, and comprehension.
• Reinforce and support the classroom application of LETRS professional learning, translating current literacy research and evidence-based practices into effective daily instruction.
• Design, facilitate, and evaluate professional learning for individuals, teams, schools, and the District; lead collaborative planning, professional learning communities, and other structures that promote shared practice and continuous improvement.
• Support teachers in administering, analyzing, and applying universal screening, diagnostic, progress-monitoring, classroom, and student-work data to differentiate instruction, identify student needs, monitor progress, and inform intervention.
• Collaborate with classroom teachers, reading specialists, interventionists, special education staff, administrators, and instructional teams to strengthen alignment among Tier 1 instruction, assessment, differentiation, intervention, and MTSS supports.
• Support implementation of the District's K3 literacy vision and curriculum, promoting consistent instructional expectations and practices across classrooms and grade levels while responding to individual teacher and student needs.
• Collaborate with teachers and District leadership to review, evaluate, select, and implement core literacy programs, assessments, interventions, and instructional resources aligned with Structured Literacy, research, standards, and District priorities.
• Serve as an instructional thought partner and literacy resource for teachers and administrators, building collaborative relationships that promote professional reflection, teacher leadership, and sustainable internal capacity.
• Collaborate with the K12 Supervisor of English Language Arts and building administrators to establish coaching and professional learning priorities based on District goals, student data, classroom implementation, and identified staff needs.
• Monitor and evaluate the impact of literacy coaching and professional learning through student achievement and growth data, implementation evidence, coaching participation, and teacher feedback; use findings to continuously refine supports.
• Maintain appropriate documentation and support District, state, and grant-related evaluation and reporting requirements while remaining current with research, Pennsylvania requirements, and evidence-based practices in literacy instruction and instructional coaching.

Qualifications:

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Required:

• Bachelor's degree from an accredited institution.
• Valid Pennsylvania Reading Specialist certification.
• Valid Pennsylvania instructional certification.
• Successful teaching experience at the elementary level, with demonstrated expertise in literacy instruction.
• Demonstrated knowledge of Structured Literacy, evidence-based reading instruction, and the science of reading.
• Demonstrated knowledge of foundational literacy development, including phonemic awareness, phonics, decoding, encoding, fluency, vocabulary, oral language, and comprehension.
• Demonstrated experience planning and leading professional development for educators.
• Experience supporting adult learners through professional learning, instructional leadership, coaching,…