Coordinator of Literacy

Sylvania; Ann Arbor (MI); On-site; USD 88,000 - 108,000; Full time

Job summary

The Washtenaw Intermediate School District seeks a Coordinator of Literacy to provide countywide leadership that strengthens equitable, high-quality literacy instruction across Washtenaw County. Grounded in evidence-based practices, this role includes job-embedded coaching, data-informed decision making, and sustained professional learning to build teachers’ capacity.

The Coordinator will partner with districts, schools, and community stakeholders to develop aligned K–12 literacy systems,

Qualifications

• Master's degree in reading/literacy education or a bachelor’s degree with advanced coursework in reading and completed professional development in evidence-based literacy core instructional strategies.
• Five or more years of successful K-12 classroom teaching experience.
• Three or more years of experience in literacy coaching; elementary and secondary levels preferred.

Responsibilities

• Lead countywide literacy initiatives and coaching with a focus on equity and access.
• Monitor and use literacy data to inform supports and adjustments across districts.
• Coordinate professional learning networks and partnerships with districts and community stakeholders.

Skills

Equity & inclusion

Data analysis

Communication

Collaborative leadership

Education

Master's degree in reading/literacy education

Bachelor's with advanced coursework in reading

Job description

**Pending Board Approval**

The WISD's Mission

is to educate, serve, and advocate with students, families, schools, and the community. We disrupt racial inequities, build just educational systems, and expand access for all learners. We value human potential while striving to support current and future generations of Washtenaw County to enrich as many lives as we possibly can.

The WISD’s Vision

is to be a leader in empowering, facilitating, and delivering high-quality, boundary- spanning, educational system that educates all children through an equitable, inclusive, and holistic approach.

SUMMARY:

The Coordinator of Literacy provides countywide leadership to strengthen equitable, high-quality literacy instruction across Washtenaw County. Rooted in evidence-based literacy practice, this work integrates job-embedded coaching, data-informed decision-making, and sustained professional learning to build the capacity of teachers and instructional leaders throughout the county.

Across their work, the Literacy Coordinator brings a critical understanding of how literacy instruction and assessment practices shape students' identities as capable, confident readers, writers, speakers, and listeners — ensuring that coaching, data, and professional learning are designed not only for technical soundness and compliance, but to give every educator and student what they need to reach grade-level literacy and beyond. Grounded in a strong knowledge base of adult learning principles, the Coordinator facilitates professional growth through coaching relationships, collaborative inquiry, and sustained professional learning supports.

The Coordinator will partner closely with colleagues, local districts, teachers, and community stakeholders to develop aligned K–12 literacy systems; coordinate and facilitate professional learning; and coordinate county-wide professional learning network(s) focused on high-quality literacy instruction and coaching

ESSENTIAL DUTIES AND RESPONSIBILITIES

Equity, Inclusion & Instructional Mindset

• Demonstrates a strong commitment to equity, social justice, and inclusion in all practices and position responsibilities.
• Demonstrates the ability to examine how their position (directly or indirectly) impacts educational inequities in student achievement outcomes.
• Engages in ongoing reflection and learning on critical concepts identified in the Washtenaw ISD Educational Equity Policy, including concepts such as cultural proficiency, racial equity, and systemic and structural inequities.
• Supports districts in cultivating partnerships with families to increase engagement in literacy development.
• Provides leadership, direction, vision and support for socially just, equitable, and inclusive instructional practices in the initiatives for which this position is responsible.

Data Use & Assessment Literacy:

• Monitors literacy data with an equity lens to identify and address opportunity gaps.
• Utilizes District voice as data to shape and continuously refine ISD-level supports.
• Monitors and assesses program effectiveness and makes data-driven adjustments as needed.
• Builds and maintains assessment literacy (the ability to select, administer, interpret, and act on assessment data to guide instructional decisions).
• Supports districts in implementing an instructional delivery model grounded in frequent use of formative, screening, diagnostic, and observational assessment tools (MTSS) to determine individual student progress and guide instruction.
• Supports the ethical use of data to serve children and to inform equitable classroom instruction.

Communication, Outreach and Advocacy:

• Represents the WISD at county- and state-wide events, conferences, and committee meetings, engaging as an active, critical contributor to learn, network, stay current on emerging research and policy, and advocates for equitable literacy practices, resources, and partnerships.
• Communicates literacy resources, research, and updates to districts and colleagues in a timely and accessible way, using newsletters, meetings, or other appropriate channels.
• Responds to District and colleague inquiries regarding literacy instruction, intervention, and assessment in a timely and helpful manner.
• Stays current on research and best practices in literacy instruction and intervention, including dyslexia identification and support, with particular attention to marginalized student groups.
• Promotes culturally affirming and identity-safe literacy environments for diverse students.

General Responsibilities:

• Cultivates trust and believes that our best work happens in community and connection with one another.
• Demonstrates excellent customer service and a District-centered, solution-oriented approach.
• Maintains regular, predictable attendance and participates in required meetings and professional learning.
• Ensures ongoing compliance with all requirements and assurances associated with relevant grants, including the Section 35a(4) literacy coaching grant.
• Performs other duties as assigned

QUALIFICATIONS:

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. Alternative requirements that may be appropriate and acceptable to the Board of Education may be considered. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.

EDUCATION and/or EXPERIENCE:

• Master's degree in reading/literacy education, or a bachelor's degree with advanced coursework in reading and completed professional development in evidence-based literacy core instructional strategies.
• Five or more years of successful K-12 classroom teaching experience - required.
• Three or more years of experience in literacy coaching, required. Experience across elementary and secondary levels - preferred.
• Experience with instructional technology, both as an instructional practice and as an organizational tool.
• Possesses a strong knowledge of scientifically based reading research, with special expertise in quality reading instruction and infusing reading strategies into content-area instruction.
• Knowledge of current Michigan literacy standards, the Essential Instructional Practices, and the Essential Organizational Practices.
• Knowledge of MTSS, including use of formative, screening, diagnostic, and observational assessment tools to determine and monitor individual student progress.
• Possesses a strong understanding of dyslexia and evidence-based literacy interventions - preferred.
• Knowledge of and commitment to culturally responsive, equitable literacy pedagogy.
• Possesses a strong knowledge base in adult learning principles, with experience leading, planning, facilitating, and supporting the logistics of professional learning for adult learners.
• Experience working in educational and organizational leadership roles with exceptional interpersonal skills.

CERTIFICATES & LICENSURE:

• Michigan teaching certificate - required.

LANGUAGE SKILLS:

• Demonstrates ability to work effectively and collaboratively with other departments, agencies, and individuals.
• Demonstrates ability to read, analyze, and interpret periodicals and professional journals.
• Demonstrates ability to write reports, business correspondence, and procedure manuals.
• Demonstrates ability to effectively present information and respond to questions from groups of educators, stakeholders, and the general public.
• Demonstrates ability to facilitate effective group processes.
• Demonstrates ability to express self clearly, both orally and in writing.

TECHNICAL SKILLS:

• Demonstrates ability to use a personal computer (PC) in a networked environment to utilize the Internet and other electronic communications mechanisms such as email conferencing or bulletin boards.
• Demonstrates proficiency with digital communication and productivity tools, including word processing and presentation software, spreadsheet, databases and data systems, as well as shared digital workspaces.
• Demonstrates ability to use technology to support program management, data analysis, communication, and instructional design.

REASONING ABILITY:

• Demonstrates ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists.
• Demonstrates ability to interpret and apply a variety of instructions furnished in written, oral, diagram, or schedule form.
• Exhibits strong time management skills to effectively manage multiple tasks and meet deadlines.

INTERPERSONAL SKILLS:

• Exhibits skilled ability to coach educators and build collaborative relationships.

PHYSICAL DEMANDS:

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee is regularly required to stand; walk; use hands to finger, handle or feel objects, tools, or controls; reach with hands and arms; talk or hear; and taste or smell. The employee is occasionally required to sit and stoop, kneel, crouch, or crawl. The employee must occasionally lift and/or move up to 50 pounds such as books and teaching material or when assisting in student interventions. Specific vision abilities required by this job include close vision, distant vision and the ability to adjust focus. The ability to travel to other buildings is required. The position requires the individual to sometimes work irregular or extended work hours and meet multiple demands from several people. The ability to travel to other buildings is required.

ENVIRONMENTAL ADAPTABILITY:

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The noise level in the work environment is quiet to loud depending upon the activity in the particular part of the day. The employee may be required to be outdoors for periods of time, and therefore subject to varying weather conditions, for purposes of accomplishing the essential functions of this job.

May require occasional travel to meet with partners or attend events. Some evenings or weekend hours may be required for events or student support.

FUNCTIONS OF POSITION DESCRIPTION

This position description has been prepared to define the general duties of the position, provide examples of work and to detail the required knowledge, skills and ability as well as the acceptable experience and training for the position. The description is not intended to limit or modify the right of any supervisor to assign, direct and control the duties of employees under supervision. The WISD retains and reserves any and all rights to change, modify, amend, add to or delete from any portion of this description in its sole judgment. This position description is not a contract for employment.

The WISD is an equal opportunity employer, in compliance with the Americans with Disabilities Act. The District will provide reasonable accommodations to qualified individuals with disabilities and encourages both prospective and current employees to discuss potential accommodations with the employer.

TERMS:

Contract, salary and other employment conditions to be established by the Board of Education as reflected in the Non-Affiliated Staff Manual. Starting salary ranging (dependent upon experience) from $87,653 - $107,724.

Washtenaw Intermediate School District is a drug-free workplace.

It is the policy and commitment of the Washtenaw Intermediate School District not to discriminate on the basis of race, color, religion, national origin, sex, disability, age, height, weight, familial status, marital status, genetic information, sexual orientation or any legally protected characteristic, in its educational programs, activities, admissions, or employment policies in accordance with Title IX of the 1972 Educational Amendments, executive order 11246 as amended, Section 504 of the Rehabilitation Act of 1973 and all other pertinent state and Federal regulations.