Secondary Literacy Coach & PD Specialist

MEMSPA; Holly (MI); On-site; USD 52,000 - 68,000; Full time

Job summary

Holly Area Schools seeks a full-time educator to analyze student achievement data, coach teachers in using evidence-based strategies, and model high-leverage instructional practices aligned with the Science of Reading to raise reading and writing proficiency. You’ll visit classrooms, provide coaching, and lead cycles of collaborative planning and co-teaching to strengthen practice.

The role emphasizes collaboration with district leaders, PLCs, and cross‑departmental teams to design a coherent

Qualifications

• Bachelor’s Degree from an accredited College/University; Master’s Degree preferred.
• Secondary Michigan Teacher Certification.
• Endorsements of BA, BX, BR, BT, and/or BQ.
• At least three (3) years of successful secondary teaching experience.
• Training in the Science of Reading and Literacy Skills.
• Instructional Coaching experience preferred.
• Understanding of and experience in adult learning and professional development design.
• Evidence of strong knowledge of curriculum, instruction, and assessment.
• Positive interpersonal skills.
• Strong verbal and written communication skills.
• Knowledge of MTSS Framework.
• Excellent organizational skills including the ability to be detail oriented.

Responsibilities

• Analyze student achievement data to identify trends, diagnose areas of need, and guide instructional decision-making to improve student outcomes across the District.
• Coach and support teachers in analyzing student data and implementing evidence-based instructional strategies to meet diverse student needs.
• Model effective instructional practices, teaching methods, and high-leverage strategies, including those aligned with the Science of Reading, to improve student proficiency in reading and writing.
• Visit classrooms, provide instructional coaching and feedback, and facilitate coaching cycles through co-planning, co-teaching, and modeling to strengthen teacher practice and implementation.
• Provide individualized, classroom-based support to build teacher capacity in planning, sequencing, scaffolding, and delivering effective instruction.
• Support curriculum development, review, auditing, and pilot initiatives to ensure alignment with state standards, District priorities, and instructional best practices.
• Coordinate and evaluate curriculum pilots, including planning, implementation support, progress monitoring, and analysis of outcomes.
• Support the implementation and continuous improvement of the District’s Multi‑Tiered System of Supports (MTSS).
• Assess student learning, monitor academic progress, and recommend research‑based interventions and instructional resources to improve achievement.
• Design, facilitate, and deliver high-quality professional learning aligned with District initiatives and instructional priorities.
• Collaborate with building and District leadership, teacher leaders, PLCs, and cross‑departmental teams to develop and implement a coherent K–12 instructional program.
• Build and maintain positive, collaborative relationships with staff, students, parents, and other stakeholders to support a culture of continuous improvement.
• Participate in local, county, state, and District professional learning opportunities to remain current on best practices and support ongoing instructional improvement.
• Perform other duties as assigned.

Skills

Science of Reading

Literacy instruction

MTSS knowledge

Communication skills

Collaboration

Organizational skills

Education

Bachelor's Degree

Master's Degree preferred

Michigan teaching certification

Endorsements (BA/BX/BR/BT/BQ)

3+ years secondary teaching experience

Tools

None

Job description

Holly Area Schools seeks a full-time educator to analyze student achievement data, coach teachers in using evidence-based strategies, and model high-leverage instructional practices aligned with the Science of Reading to raise reading and writing proficiency. You’ll visit classrooms, provide coaching, and lead cycles of collaborative planning and co-teaching to strengthen practice.

The role emphasizes collaboration with district leaders, PLCs, and cross‑departmental teams to design a coherent