Instructional Literacy Coach Grades 4-5

• Position Type:
  Teachers/ Intermediate Literacy Coach
• Date Posted:
  7/28/2026
• Location:
  
  Dennis-Yarmouth Intermediate School

COMPENSATION: Per the Collective Bargaining Agreement located on the DY website
. All applicants must be fingerprinted prior to hiring. Additional information regarding fingerprinting including scheduling an appointment may be found on our website. A CORI application must be completed with our Central Office.

An Instructional Literacy Coach is an educational professional who works directly with teachers to support quality literacy instruction in the classroom, who reports to the Director of Humanities & the Arts and the Building Principal. The role of the Literacy Coach is to provide professional development, feedback, and ongoing support to ensure that all students receive high-quality literacy instruction. The Literacy Coach uses data analysis to identify areas for improvement and collaborates with district and school leadership to implement literacy initiatives.

Effective coaching and feedback results in changes to teacher practice and student achievement.

• Work with teachers in classrooms, guiding teachers in reflective and purposeful instruction for all learners through professional development and coaching sessions.
• Support a tiered system of literacy instruction so students made ongoing progress as readers, writers, and thinkers.
• Provide ongoing professional development sessions for teachers.
• Collaborate with professional staff to identify specific student needs and determine appropriate short-term interventions.
• Consult with other content teachers, ELL teachers, special education teachers, Title I teachers, Reading teachers, instructional coaches, speech pathologists, counselors, psychologist, parents and students, advising on strategies and activities that may be used to enhance a student's reading skills.
• Work with building leadership to guide the purchase, distribution, organization and use of books and materials for classrooms and book rooms.
• Observe teachers' literacy instruction in the classroom to provide feedback on strengths, challenges, and alignment with best practices.
• Collaborating with teachers to plan lessons, model effective instruction, and co-teach small groups.
• Work in cooperation with the Director of Humanities and instructional coaches to develop and review curriculum and effective instructional approaches in all areas of literacy and content literacy. Curriculum writing will be done in accordance with the contract.
• Identify approaches and practices for writing instruction as it relates to reading.

• Facilitate the administration and interpretation of various diagnostic, interim, and summative assessment.
• Support the administration of district and state assessments.
• Use technology resources to assist teachers in collecting, analyzing and using student assessment data to impact achievement and monitor progress.
• Maintain collaborative contact with the Director of Humanities, principals, and other professionals to review the fidelity of implementation and plan appropriate support for continued professional growth and student achievement.
• Work with administrators to establish school-wide literacy goals, monitor progress, and align literacy initiatives across the district.
• Participate in the Curriculum Leadership Council and Professional Learning Communities.

• Serve as a resource for parents on ways they can work with their children.

Foster a home-school literacy connection.

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.

• Master's degree in Reading
• MA DESE Reading license
• Minimum of 5 years teaching experience.
• 3-5 years of successful school teaching experience with proficient evaluation ratings
• Ability to provide leadership in working with adults.
• Highly organized and able to take initiative in order to work independently and interdependently

Strong technology skills

• Ability to read, analyze, and interpret general business periodicals, professional journals, technical procedures, or governmental regulations.
• Ability to write reports, business correspondence, and procedure manuals.

Ability to effectively present information and respond to questions from groups of managers, clients, customers, and the general public.

Ability to add, subtract, multiply, and divide in all units of measure, using whole numbers, common fractions, and decimals.

Use technology to analyze student data and prepare appropriate reports.

• Ability to define problems, collect data, establish facts, and draw valid conclusions.

Ability to interpret an extensive variety of technical instructions in mathematical or diagram…