Date Available:
August 2026

Title: Elementary Title I Literacy Coach

JOB GOAL:

To support high-quality literacy instruction by coaching and collaborating with teachers in the implementation of evidence-based reading practices aligned with the Science of Reading and district guiding principles. The Literacy Coach works to strengthen teacher effectiveness, support student achievement, analyze instructional data, and promote consistent, research-based literacy practices across the school.

QUALIFICATIONS (SKILLS/EXPERIENCE/TRAINING REQUIRED)

Education: Master's degree or endorsement in Literacy, Reading, or Curriculum & Instruction (preferred).
Experience: Minimum of 5 years of successful elementary classroom teaching experience with a proven track record of student growth in literacy.
Technical Knowledge: Deep understanding of the Science of Reading and Scarborough's Reading Rope. Successful candidates will possess or agree to complete the Keys to Literacy Science of Reading training before the beginning of the 2026-27 school year.
Self-Directed Initiative: Ability to work independently with minimal supervision, identify campus needs, and proactively develop action plans.
Strategic Project Management: Proven track record of leading projects from conception to completion (e.g., launching new monitoring systems or district-wide PD).
Acute Attention to Detail: Meticulous in data analysis and curriculum review; ensures that implementation and student records are accurate and consistent.
Communication: Exceptional interpersonal skills with the ability to navigate difficult conversations and build a culture of continuous improvement.

REPORTS TO: Building Principal / District Director of Curriculum, Instruction, and Assessment

PERFORMANCE RESPONSIBILITIES

1. Instructional Coaching & Teacher Support

Science of Reading Implementation: Provide side-by-side coaching on phonological awareness, phonics, fluency, vocabulary, and oral language development.
Comprehension Strategies: Support teachers in transitioning from "surface-level" questioning to deep, knowledge-based comprehension strategies and text-dependent analysis.
Writing Integration: Model and coach effective writing instruction, including syntax, sentence-level construction, and multi-paragraph composition across genres.
The Coaching Cycle: Conduct regular cycles involving pre-planning, focused classroom observations, modeling, and reflective feedback sessions.

2. Data-Informed Instruction & Progress Monitoring

Assessment Analysis: Lead teachers in interpreting universal screening, diagnostic, and formative assessment data to identify student needs.
Progress Monitoring: Assist staff in setting up and maintaining rigorous progress monitoring systems to track the efficacy of Tier 1 and Tier 2 interventions.
Differentiated Instruction: Help teachers use data to form flexible small groups and tailor instruction for diverse learners, including multilingual learners and students with dyslexia.

3. Curriculum Oversight & Implementation

Curriculum Alignment: Ensure that daily instruction aligns with state standards and the district's scope and sequence, specifically focusing on the systematic and explicit delivery of foundational skills. This process occurs both in formal curriculum mapping sessions and at the individual teacher level.
Material Evaluation: Assist the district literacy committee in auditing materials to ensure they align with Science of Reading research (e.g., ensuring a transition from "three-cueing" to orthographic mapping).
Instructional Scaffolding: Work with teachers to adapt and scaffold complex core texts, ensuring all students have access to high-quality, rigorous curriculum.
Resource Management: Curate and organize supplemental resources (decodable texts, mentor texts, and multisensory tools) to support the core curriculum.

4. Leadership & Professional Development

Professional Learning Communities (PLCs): Facilitate grade-level PLC meetings to study curriculum, analyze student work, and plan upcoming units of study.
PD Delivery: Design and deliver high-impact professional development sessions at both the campus and district levels, ensuring alignment with district literacy goals.
Administrative Partnership: Meet weekly with building administration to align coaching efforts with the Campus Improvement Plan and provide updates on instructional trends.

5. Professionalism & Guiding Principles

Upholding Guiding Principles: Actively demonstrate and promote the Tri-Creek School Corporation Guiding Principles, ensuring every interaction is rooted in equity, excellence, and high expectations.
Collaborative Culture: Foster a "we-us" mentality across the campus by breaking down silos between grade levels and departments.
Confidentiality & Trust: Maintain a "safe-to-fail" environment for teachers, ensuring professional trust is preserved while driving instructional growth.
Community Partnership: Support district-wide literacy initiatives and parent engagement nights, translating complex literacy research into accessible information for the Tri-Creek community.

CLASSIFICATION:

This position is classified as a full-time certificated position. It is subject to the rules, regulations, policies, and procedures of the Board of School Trustees and applicable collective bargaining agreements. Compensation is based on the current teacher salary schedule.

EVALUATION:

Performance of this job will be evaluated in accordance with applicable state law, board policy, and collective bargaining agreements.

Reasonable accommodation may be made to enable a qualified individual with a disability to perform the essential functions of this position.