K-5 Literacy Coach: Elevate Reading & Data-Driven Impact

Granite School District; Salt Lake City (UT); On-site; USD 52,000 - 68,000; Full time

Job summary

Granite School District seeks a School Literacy Coach for Farnsworth Elementary (K-5) on a 1.0 FTE, 189-day contract. The role focuses on building instructional capacity in ELA, integrating the Science of Reading, and providing sustained, job-embedded coaching and professional learning.

The coach will support teachers in aligning instruction, analyze assessment data, and participate in MTSS/IRP processes, ensuring literacy interventions meet student needs and district standards.

Qualifications

• Mastery of Science of Reading research and evidence-based ELA strategies.
• Experience analyzing student data to guide instruction.
• Ability to facilitate professional learning and coaching conversations.
• Licensure in Utah or eligible for Utah licensure; LETRS training required.
• Instructional coaching endorsement or plan to obtain within 2 years.

Responsibilities

• Provide job-embedded professional learning aligned to teacher and student needs.
• Model and co-teach literacy strategies and lead coaching cycles.
• Lead district-aligned literacy initiatives and PLC work.
• Coordinate administration and interpretation of Acadience Reading and other assessments.
• Maintain confidential coaching records and collaborate with administrators.

Skills

Science of Reading

Data-driven coaching

Professional communication

Collaborative teamwork

Time management

Education

Teaching license (USBE) or equivalent

LETRS training

Instructional Coaching endorsement

Master's degree preferred

Job description

Granite School District seeks a School Literacy Coach for Farnsworth Elementary (K-5) on a 1.0 FTE, 189-day contract. The role focuses on building instructional capacity in ELA, integrating the Science of Reading, and providing sustained, job-embedded coaching and professional learning.

The coach will support teachers in aligning instruction, analyze assessment data, and participate in MTSS/IRP processes, ensuring literacy interventions meet student needs and district standards.