Foundational Literacy coach

Porfirio H. Gonzales Elementary School

Tolleson (AZ)

On-site

USD 53,000 - 66,000

Full time

5 days ago

Be an early applicant

Application generator

A complete application in a minute — tailored resume and cover letter, ready to send.

Get past ATS filters

Job summary

Porfirio H. Gonzales Elementary School in Tolleson, AZ invites applicants for the Foundational Literacy Coach role to lead literacy coaching and professional learning for K-3 teachers.

The coach will use data to drive instruction, support tiered literacy practices, and align with AZ ELA standards and MOWR requirements. The position emphasizes collaboration with school staff, development of a literacy plan, and ongoing professional learning opportunities to raise early reading achievement by the

Qualifications

Masters’ degree in education or related field with 3 years documented successful experience teaching reading OR bachelor's degree in education or related field with 5 years documented successful experience teaching reading with a minimum of 3 years literacy experience at the state, district/charter, or school level
Valid Arizona Teaching Certificate
Reading Endorsement or K-5 Literacy Endorsement

Responsibilities

Provide information and training to teachers in a variety of settings (e.g., whole group staff development, grade level meetings, one-on-one)
Model and co-teach instructional strategies and techniques
Support teachers in implementation of new skills through instructional or facilitative coaching
Observe teachers in reading instruction and provide one-on-one feedback on evidence-based practices
Plan and implement a 90- to 120-minute K-3 literacy block emphasizing phonemic awareness, phonics, comprehension, vocabulary, and writing
Provide professional learning opportunities related to core and intervention instruction
Provide resources and tools to enhance instructional practices
Use data to identify needs and prioritize coaching cycles
Meet with administration to examine school data and plan literacy professional learning

Skills

Explicit instruction

Professional development

Prioritization

Data-driven PD

Rapid learning

Feedback

Problem solving

Communication

Leadership

Team collaboration

Education

Master’s degree in education or related field

Bachelor’s degree in education or related field

Arizona Teaching Certificate

Reading Endorsement or K-5 Literacy Endorsement

Job description

Tolleson Elem SD 17 Porfirio H. Gonzales Elementary School - Tolleson, Arizona Open in Google Maps

Foundational Literacy coach

Tolleson Elem SD 17 Porfirio H. Gonzales Elementary School - Tolleson, Arizona Open in Google Maps

This job is also posted in Tolleson Elementary School District

Job Details

Job ID: 5943068

Application Deadline: Posted until filled

Posted: Sep 28, 2026 6:00 AM (UTC)

Starting Date: To Be Determined

Job Description

Qualifications

Master’s degree in education or related field with 3 years documented successful experience teaching reading OR bachelor's degree in education or related field with 5 years documented successful experience teaching reading with a minimum of 3 years of literacy experience at the State, District/Charter, or School Level
Valid Arizona Teaching Certificate
Reading Endorsement or K-5 Literacy Endorsement

Preferred and Additional Qualifications:

Successful experience facilitating adult learning and delivering professional development specific to literacy instruction (e.g., professional development feedback / surveys, letters from participants, etc.)
Experience mentoring, coaching, and providing feedback about instruction to classroom teachers
Experience leading others in a collaborative process
Experience analyzing and using student achievement data for instructional purposes
Ability to travel occasionally

Reports to: Principal or as otherwise assigned by the Superintendent

Job Goal

The Arizona Department of Education supports the hiring of Foundational Literacy Coaches for the purpose of facilitating and assisting pre-k-3 teachers to increase performance of their students’ early literacy skills, measured on the state reading assessment and approved literacy screener. The coaches will facilitate learning aligned to science of reading research and provide technical assistance to teachers that will improve implementation of aligned practices into daily literacy instruction and intervention. This work includes the integration of the Arizona's English Language Arts (ELA) Standards and Arizona’s Early Learning Language and Literacy Standards, locally determined literacy curricula and intervention programs, and use of data collected from the administration of formal and informal assessment tools.

The Foundational Literacy Coach is responsible for assisting teachers in the implementation and effective delivery of scientifically based reading instruction with a focus on Tier 1/Core. Coaches will provide appropriate services to their assigned school for a cohesive, sustained, intensive, and classroom focused approach that is rigorous, engaging, and relevant for students. Literacy coaches will provide a non-threatening, open, professional, and collaborative work relationship with district/charter-level school personnel, other school-based coaches, principals, and teachers. They will be required to use data to effectively identify the needs of the assigned school to prioritize, schedule, organize, and provide technical assistance that builds educator capacity to provide effective literacy instruction so that students meet age and grade level literacy expectations by the end of 3rd grade and beyond.

Essential Functions/Performance Responsibilities

Provide information and training to teachers in a variety of settings (e.g., whole group staff development, grade level meetings, one-on-one)
Model and co-teach instructional strategies and techniques
Support teachers in implementation of new skills through instructional or facilitative coaching
Observe new and experienced teachers in the classroom during the reading instructional tiers to provide specific one-on-one feedback regarding evidence-based practices to individual teachers during the coaching conferencing process
Assist in planning and implementation of a 90 to 120-minute K-3 literacy block with an emphasis on phonemic awareness, phonics, comprehension, vocabulary, fluency, in addition to oral and written language
Assist in planning and implementation of developmentally appropriate pre-k literacy practices with an emphasis on language, emergent literacy and emergent writing
Provide professional learning opportunities related to core and intervention instruction
Provide resources, tools, and research for enhancing instructional practices
Support teachers to deepen their understanding of content knowledge, evidence-based reading strategies, and how to use a variety of assessments to monitor student achievement
Support grade level teams in analyzing data and designing next steps for instruction
Maintain records related to coaching cycles, professional development and data related to early literacy screening
Meet with the school administration and leadership team on a regular basis to examine school data and assist in school-wide planning and implementation of meaningful literacy professional learning opportunities
Support the development of the MOWR literacy plan as a member of the school literacy team
Engage in reading data conversations with teachers and assisting in goal setting, data/evidence collection and analysis, instruction, and assessment
Support teachers’ collaborative work to plan reading lessons, small group differentiation, and interventions
Align efforts to the school’s mission, vision, and literacy plan as they coincide with current reading research
Stay informed of latest reading research
Build trusting and respectful relationships
Maintain a high level of ethical behavior and confidentiality
Recognize and celebrate accomplishments of all teachers
Continue to build knowledge and understanding of evidence-based practices in early literacy and coaching
Network with other literacy coaches
Takes necessary and reasonable precautions to protect students, equipment, materials, and facilities
Other responsibilities as assigned

Knowledge, Skill, and Ability

Knowledge:

Knowledge of evidence-based research in the areas of reading, writing, listening, speaking, and language
Knowledge of the essential components of reading instruction
Knowledge of the science of reading and structured literacy
Knowledge of the Move on When Reading (MOWR) legislation
Knowledge of Arizona's English Language Arts (ELA) Standards and Arizona Early Learning Standards (AZELS)
Knowledge of literacy assessment systems, practices, and types
Knowledge of effective strategies in working with adult learners
Knowledge of evidence-based practices in literacy
Knowledge and experience in literacy instruction, literacy intervention, and development of and/or implementation of instructional literacy resources
Knowledge of reading processes, acquisition, assessment, and instruction
Knowledge of scientific reading research and its application to effective classroom instruction, structure, and practices, as well as intervention
Knowledge of multi-tiered system of supports model, and data analysis and application

Skills:

Systematic, explicit, instructional delivery
Experience providing professional development and technical assistance directly to school and district/charter staff
Ability to effectively prioritize, schedule, manage, and organize multiple daily tasks to achieve goals
Ability to administer and interpret reading assessments and use data to determine professional development needs, and recommend changes to improve school-wide and/or classroom instructional practices
Ability to rapidly acquire and apply new skills and information
Ability to provide effective instructional feedback
Ability to identify problems and develop appropriate solutions
Use effective written and oral communication skills, including the ability to engage in difficult and candid conversations with a variety of stakeholders
Demonstrated leadership/managerial skills
Demonstrated team building skills
Demonstrated collaboration and facilitation skills

Abilities:

Motivating others to achieve
High degree of professionalism to ensure and protect the confidentiality of educators and students
Strong work ethic, self-directed and reliable, and the ability to work both independently and collaboratively
High-quality interpersonal skills and the ability to relate to and interact with adults exhibiting a range of abilities and dispositions
Persistent despite obstacles
Ability to orchestrate change
Valuing lifelong learning
Belief that a coach can make a difference, despite the nature of the challenges
Desire to grow professionally

Terms of Employment: Exempt. Ten-month work calendar. Certified Staff Hiring Schedule. Eligible for Instructional Coach Stipend. Salary and work calendar as established by the Governing Board.

Evaluation: Performance of this job will be evaluated in accordance with Board policy.

Position Type: Full-Time

Salary: $52,500 to $65,500 Per Year

Contact Information