Secondary Instructional Literacy Coach

Ann Arbor Public Schools; United States; On-site; USD 65,000 - 90,000; Full time

Job summary

Ann Arbor Public Schools seeks a Secondary Instructional Literacy Coach to support 6-12 staff in implementing tiered literacy interventions and research-based practices. The role collaborates with administrators and teachers to guide instruction and data-driven decisions.

Ideal candidates will have a Michigan teaching certificate, Reading Specialist endorsement or advanced reading training, and a strong background in equity and adult learning.

Qualifications

• Valid Michigan teaching certificate.
• Reading Specialist endorsement or equivalent training.
• 5+ years of successful teaching across multiple grade levels.
• Commitment to equity, social justice, and inclusion.
• Strong knowledge of research-based literacy instruction.

Responsibilities

• Plan and facilitate professional learning for literacy interventions at tiers 2 and 3.
• Use data to place students in interventions and form flexible groups.
• Coach teachers in screener, benchmark, diagnostic, and progress monitoring tools.
• Collaborate with district leaders to design learning opportunities.
• Oversee building literacy intervention team and data management.

Education

Michigan teaching certificate

Reading Specialist endorsement

Master's degree or advanced coursework in Reading

NCLB Highly Qualified

Adult learning principles

Equity, social justice and inclusion

Interpersonal communication

Tools

NWEA

M-STEP

PSAT

QRI

QPS

PRASS

Job description

• Position Type: Elementary Teaching/ Teacher

POSITION TITLE: Secondary Instructional Literacy Coach

REPORTING RELATIONSHIP: Principal/s; District Department Chair, Secondary English; Assistant

Superintendent for Instruction

This position is 31a grant funded.

QUALIFICATIONS REQUIREMENTS:

The coach will support 6-12 staff in the implementation of tier one core instruction, tier two, and tier three interventions. The coach will work directly with teachers and students within schools supporting research-based instruction. Additionally, the coach will work to address the academic needs of students who are striving with identified concepts in the area of literacy. The coach will collaborate with administrators and teachers to collect, analyze, and interpret data while using it to guide instructional decisions and intervention plans.

Due to the investment in coach training and preparation, the Secondary Instructional Literacy Coach requires a 3-year commitment Year 1: Training (2026-2027) Years 2 and 3: Coaching and Direct Intervention

To perform this job successfully, an individual must perform each essential duty. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

EDUCATION AND EXPERIENCE:

• Possess a valid Michigan teaching certificate
• Must be Highly Qualified in accordance with NCLB
• Minimum of 5 years of successful teaching experience across multiple grade levels.
• Possess a Reading Specialist (BR) endorsement, master's degree or advanced coursework in Reading or equivalent training (e.g., Brainspring, Orton-Gillingham)
• Demonstrates a strong commitment to equity, social justice, and inclusion in all practices and position responsibilities, specifically using the AAPS Framework for Equitable Instruction
• Have deep knowledge of research supported whole group, small group, and individual instruction practices
• Successful experience in understanding adult learning principles and dispositions in order to successfully facilitate adult learning
• In collaboration with District Department Chair for Secondary English; identifies, plans, organizes, designs and implements learning opportunities at both the building and district level
• Interpersonal skills (communication, problem solving, conflict management, collaboration, initiative)
• Engages in reflection and ongoing learning and development on critical concepts and terms identified in the Ann Arbor Public Schools

PREFERRED QUALIFICATIONS:

• Adult facilitation or leadership experience
• Experience using district assessments to inform instruction and literacy placement (NWEA, M-STEP, PSAT, QRI, QPS, PRASS)
• Experience teaching foundational literacy instructional programs (Lexia, AARI, REWARDS, UFLI, Word Connections)
• Dispositions: collaborative, flexible, willing to learn, a thought partner, a problem solver, a leader, self-directed, possesses strong work ethic
• LETRS

ESSENTIAL DUTIES AND RESPONSIBILITIES:

• Plan and facilitate professional learning for tiers 2 and 3 literacy intervention and tier 1 disciplinary literacy in building and across the district
• Use and interpret data to place students in interventions; create fluid, flexible intervention groups
• Assess students and coach colleagues in using screener, benchmark, diagnostic, and progress monitoring tools
• Commitment to participation in intervention curriculum pilots and pilot committees.
• Match instructional materials to data-informed student needs, utilizing district approved resources
• Provide targeted literacy intervention in tier 2 and 3
• Evaluate students' literacy growth, by keeping appropriate records, through the use of a balanced assessment system
• Oversee data management, including progress monitoring and IRIPs; manage building literacy intervention team
• Provides various levels of support for classroom teachers, for example: Co-planning, modeling and co-teaching researched based, district-approved instructional strategies within classrooms
• Active participation in district instructional literacy coach professional learning community, including ongoing training
• Assume an active role on the building MTSS team

LANGUAGE SKILLS

Read, analyze, and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Write reports, business correspondence, and procedure manuals. Effectively present information and respond to questions in group settings.

MATHEMATICAL SKILLS

Add, subtract, multiply, and divide in all units of measure, using whole numbers, common fractions, and decimals. Compute rate, ratio, and percent and to draw and interpret bar graphs.

REASONING ABILITY

Define problems, collect data, establish facts, and draw valid conclusions. Interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables. Collect, analyze and organize multiple data sources in all areas of literacy.

OTHER SKILLS and ABILITIES:

Establish and maintain effective working relationships with students, staff, parents and community. Perform duties with awareness of all district requirements and Board of Education policies. Other duties as assigned.

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. The position requires the individual to meet multiple demands from several people and interact with the public and other staff across buildings within the district.

WORK ENVIRONMENT:

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 moderate to loud. Duties are performed indoors and occasionally outdoors across the district—not limited to one particular building.

Certified Positions Only: Copies of an active Michigan Teaching Certificate and college transcripts are required with application packet. Original certificate and certified transcripts are required prior to being hired.