Coordinator IV – Elementary Literacy - Bilingual/ESL

Fort Worth ISD; Harrisburg (Dauphin County); On-site; USD 89,548 - 107,890; Full time

Job summary

Fort Worth ISD is seeking a Coordinator IV for Elementary Literacy, specializing in Bilingual/ESL education. This role involves coordinating literacy curriculum, designing instructional materials, and providing professional learning support to teachers and administrators. The ideal candidate should have a Bachelor's degree and 3 years of experience in elementary education, with a strong emphasis on bilingual education and standards-aligned instruction. The position offers a salary range of $89,548 to $107,890 and requires a commitment to high-quality instruction for multilingual learners.

Qualifications

• 3 years elementary school teaching experience in Literacy required.
• Experience designing curriculum aligned to high-quality instructional materials required.
• Experience with diverse student populations preferred.

Responsibilities

• Coordinate literacy curriculum and instruction.
• Design and adapt high-quality instructional materials in English and Spanish.
• Build capacity among campus administrators and teachers.

Skills

Bilingual (English/Spanish) communication skills

Knowledge of second language acquisition

Skill in collaboration

Skill in analyzing student performance data

Ability to support adult learning

Education

Bachelor's degree

Master's degree in Education

Job description

Coordinator IV – Elementary Literacy - Bilingual/ESL

Date Posted: 5/12/2026. Location: TBD.

Reports to: Director – Literacy. PC#: 24219, 24220, 24221. Pay Grade: 306. # of Days: 226. Salary: $89,548 - $107,890. FLSA Status: Exempt.

Position Purpose

Coordinates literacy curriculum, instruction, assessment, and professional learning in alignment with the district's pillars, instructional framework, and commitment to academic excellence. This role supports campuses, teachers, principals, and district staff in implementing a rigorous, standards‑aligned literacy program across elementary school grade levels, ensuring the use of high‑quality instructional materials (HQIM), strong lesson design, and evidence‑based instructional practices. The position brings deep expertise in second language acquisition, ESL certification, and dual language programming to ensure high‑quality lesson design and instructional delivery that meets the needs of multilingual learners. This role designs and writes curriculum and provides direct instructional support for core academic programs.

ESSENTIAL JOB FUNCTIONS

• Design and adapt high‑quality instructional materials (HQIM) in English and Spanish and write lessons for core and dual language programs, ensuring alignment to the FWISD Instructional Framework and effective teacher internalization and delivery.
• Identify, evaluate, and support the adoption and integration of effective instructional resources into the curriculum.
• Contribute to the development of districtwide professional learning plans based on data trends and district initiatives.
• Build the capacity of campus administrators and classroom teachers in collaboration with School Leadership to implement HQIM with fidelity, strong lesson delivery, and effective teacher internalization.
• Coordinate and deliver instructional support, assessment, and professional learning for all stakeholders.
• Design, deliver, and support professional learning aligned to instructional priorities and identified needs.
• Participate in train‑the‑trainer structures and deliver campus‑ and district‑based professional learning to support high‑quality literacy instruction.
• Provide on‑campus professional development in collaboration with School Leadership when needed, aligned with district priorities.
• Support campus leaders and teachers in planning, internalizing, and delivering standards‑based lessons aligned to HQIM and the FWISD Instructional Framework.
• Collaborate with teachers on planning, internalization, and delivery of standards‑aligned lessons, including daily demonstrations of student learning aligned to HQIM.
• Collaborate with other Content Coordinators across the Curriculum and Instruction division.
• Demonstrate a growth mindset and build strong, productive relationships with teachers and campus leaders.
• Ensure accurate and timely records to document campus support.
• Attend department meetings, trainings, and professional learning as assigned.
• Demonstrate flexibility in scheduling and availability, including extended or adjusted work hours during peak delivery periods, large‑scale distributions, inventory cycles, and urgent campus needs, to ensure timely, accurate, and responsive service.

Safety

• Perform preventive maintenance on tools and equipment and ensure equipment is in safe operating condition.
• Follow established safety procedures and techniques to perform job duties including lifting and climbing; operate tools and equipment according to established safety procedures.
• Correct unsafe conditions in the work area and promptly report any conditions that are not immediately correctable to the supervisor.

Supervisory Responsibilities

• None.

Personal Work Relationships

• All Fort Worth ISD employees must maintain a commitment to the district's mission, vision, and strategic goals.
• Exhibit high professionalism, standards of conduct and work ethic.
• Demonstrate high quality customer service; build rapport/relationship with the consumer.
• Demonstrate cultural competence in interactions with others; be respectful of co‑workers; communicate and act as a team player; promote teamwork; respond and act appropriately in confrontational situations.

Other Duties as Assigned

• Perform all job‑related duties as assigned and in accordance with Board rules, policies, and regulations. All employees are expected to comply with lawful directives in rare situations driven by need where a team effort is required.

Knowledge, Skills & Abilities

• Deep knowledge of high‑quality instructional materials (HQIM) and their implementation within a coherent, standards‑aligned instructional system.
• Strong knowledge of lesson design aligned to the FWISD Instructional Framework, including planning for acceleration, scaffolded supports, multiple response strategies, and daily demonstrations of learning.
• Knowledge of effective instructional practices, pedagogy, and differentiation to ensure rigorous, student‑centered learning environments that meet the needs of all learners.
• Knowledge of second language acquisition, ESL methodologies, and dual language program design to support high‑quality instruction in both English and Spanish.
• Knowledge of content‑specific concepts, progressions, and structures within the assigned subject area.
• Knowledge of assessment design, data systems, and data analysis to inform instruction, monitor student progress, and drive reteach and acceleration.
• Knowledge of federal, state, and local policies related to curriculum, instruction, and services for diverse learners.
• Knowledge of culturally responsive practices and the ability to support inclusive, high‑expectation learning environments.
• Bilingual (English/Spanish) communication skills, including the ability to design and adapt curriculum and instructional materials in both languages preferred.
• Skill in designing and developing high‑quality, vertically aligned curriculum, lessons, and instructional resources that drive effective teacher internalization and delivery.
• Skill in delivering high‑impact professional learning, coaching, and instructional support aligned to district priorities.
• Skill in analyzing student performance data and translating insights into clear instructional actions.
• Skill in clear, concise written and verbal communication with diverse stakeholders across the organization.
• Skill in collaboration, consultation, and building the instructional capacity of teachers and campus leaders.
• Ability to organize, prioritize, and execute multiple high‑leverage workstreams with strong attention to detail and urgency.
• Ability to support adult learning through coaching, modeling, and feedback that improves instructional practice.
• Ability to adapt and respond to evolving instructional needs across campuses and departments.
• Ability to use technology platforms to access data systems, develop materials, and communicate effectively.
• Ability to maintain strong working relationships and contribute to a high‑performance, results‑oriented culture.
• Ability to engage in continuous self‑reflection and professional growth.
• Ability to work flexible hours, including after school and occasional weekends, to support professional learning and district priorities.

Travel Requirements

• Travel to school district buildings and professional meetings as required.

Physical & Mental Demands, Work Hazards

• Tools/Equipment Used: Standard office equipment, including computer and peripherals.
• Posture: Prolonged sitting and standing; occasional stooping, squatting, kneeling, bending, pushing/pulling, and twisting.
• Motion: Frequent repetitive hand motions, including keyboarding and use of mouse; occasional reaching.
• Lifting: Occasional light lifting and carrying (less than 15 pounds).
• Environment: Works in an office setting; may require occasional irregular and/or prolonged hours.
• Attendance: Regular and punctual attendance at the worksite is required for this position.
• Mental Demands: Maintains emotional control under stress; works with frequent interruptions.

Minimum Required Qualifications

• Education:
  • Bachelor's degree required.
  • Master's degree in Education preferred.
• Certification/License:
  • Valid Texas Teaching Certification preferred.
  • Bilingual Education Supplemental and/or ESL certification preferred.
• Experience:
  • 3 years elementary school teaching experience in Literacy with a track record of significantly increasing student achievement required.
  • Experience designing, internalizing, and/or delivering curriculum and lessons aligned to high‑quality instructional materials (HQIM) and facilitating professional learning that drives strong teacher internalization and implementation required.
  • Experience with a diverse student population, especially in a large multicultural urban district preferred.
  • Experience as an instructional coach, department head, team lead, grade level‑lead, lead content teacher, or teacher leader with a track record of significantly increasing student achievement preferred.

This document is intended to describe the general nature and level of work being performed by people assigned to this job and is not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.