Teacher Leader K-4 Literacy

Hackensack Public Schools; Hackensack (NJ); On-site; USD 32,000 - 46,000; Part time

Job summary

Hackensack Board of Education in Hackensack, NJ seeks a Teacher Lead K-4 Literacy for the 2026‑2027 school year. The role supports K‑4 teachers in ELA and Social Studies, reporting to the Director of Curriculum and Instruction. This is a 60‑hour, stipend‑based position funded under Title II, Part A.

Compensation is $57.85 per hour, totaling $3,471 per position. Hours are primarily planning and professional learning outside regular hours, with some activities during the workday; time records and

Qualifications

• Currently employed as a teacher in Hackensack Public Schools and holds a valid New Jersey instructional certificate appropriate to the assigned position.
• Demonstrates strong knowledge of district curriculum, New Jersey Student Learning Standards, and evidence-based instructional practices.
• Demonstrates a strong understanding of standards-aligned formative and summative assessment practices, including varied assessment approaches.
• Demonstrates the ability to analyze and interpret student achievement and growth data and translate findings into instructional next steps.
• Demonstrates knowledge of MTSS and how tiers work together including screening and progress monitoring.
• Demonstrates knowledge of differentiated instruction and practices for multilingual learners and students with disabilities.
• Demonstrates strong communication and collaboration skills for professional relationships.
• Demonstrates the ability to facilitate collaborative conversations and guide teams to instructional next steps.
• Has experience contributing to or facilitating PLCs and collaborative planning.
• Commitment to ongoing professional growth and district-provided MTSS learning.
• Maintains confidentiality and follows timelines and documentation requirements.

Responsibilities

• Priorities and schedules established collaboratively with leadership and time allocation for planning.
• Coordinate teacher leadership activities aligned with district initiatives and school improvement goals.
• Plan and facilitate grade-level meetings and PLCs for K–12 content areas.
• Lead structured data conversations and provide feedback to instructional leadership.
• Guide collaborative analysis of student achievement and outcomes to determine instructional next steps.
• Document decisions, follow through on actions, and monitor implementation of learning materials.
• Support MTSS implementation through professional learning and collaboration.
• Collaborate with Reading Specialists, multilingual educators, and special education staff.
• Prepare agendas and protocols for professional learning activities and share resources.
• Gather feedback and coordinate with other Teacher Leaders for district-wide connections.
• Participate in orientation and meetings with directors and principals to support coordination.

Skills

Instruction certificate

Curriculum knowledge

Assessment practices

Data analysis

MTSS framework

Differentiated instruction

Communication skills

Facilitation

Professional learning

Confidentiality

Collaboration with staff

Job description

• Position Type:
  2026 - 2027 Anticipated Opening/ Certified Staff
  
• Date Posted:
  10/16/2026
  
• Date Available:
  11/18/2026
  

HACKENSACK BOARD OF EDUCATION

TEACHER LEAD K-4 Literacy

2026 - 2027 SCHOOL YEAR

Position(s):

Overview:

This assignment serves as the K–4 Literacy Teacher Leader at Nellie K. Parker and will support K-4 teachers in the area of ELA and Social Studies

Reports to

Director of Curriculum and Instruction

Terms of Employment

Title II, Part A-funded supplemental teacher leadership assignment for the 2026–2027 school year, with 60 hours allocated per position at a rate of $57.85 per hour, for total compensation of $3,471.00 per position.

The 60 paid hours are designated for planning and preparation completed outside the regular workday to support data conversations, collaborative meetings, and professional learning experiences. Activities may include reviewing student data and work, preparing protocols and agendas, developing professional learning materials, and coordinating these plans with the designated director or supervisor.

Orientation, associated professional learning, meetings with directors or supervisors, and facilitation of meetings or professional learning experiences may occur during the regular workday. When completed during regular work hours, these activities are covered by the employee's regular compensation and are not charged to the 60-hour allocation.

The designated director or supervisor will work with each Teacher Leader to establish priorities and schedules. Teacher Leaders will maintain time records and brief documentation of planning and preparation activities for review and approval.

All conditions of employment are subject to applicable district policies, procedures, and negotiated agreements.

$57.85 per hour; 60 hours per position; total compensation of $3,471.00 per position.

Nature & Scope of Job:

The Teacher Leader supports building and district shared instructional leadership by facilitating collaborative professional learning within their assigned building, grade span, and/or department(s). Working under the direction of the designated director or supervisor, the Teacher Leader builds on colleagues' expertise to support district priorities, curriculum implementation, and effective teaching and learning.

A central responsibility is to lead structured data conversations using district‑established protocols and schedules. The Teacher Leader will guide colleagues in examining student achievement and growth data, assessment results, and student work to recognize strengths, identify learning needs, and determine instructional next steps. These conversations will provide opportunities for educators to learn together, apply evidence‑based instructional practices, and revisit student learning evidence to assess the impact of instructional decisions.

The Teacher Leader will also facilitate Professional Learning Community (PLCs) and collaborative planning, gathers educator feedback, and communicates emerging professional learning needs to instructional leadership. This collaborative, non‑evaluative assignment supports sustained, job-embedded professional learning and strengthens connections among district initiatives, educator learning, and classroom practice.

The Teacher Leader will support the district's establishment and implementation of a Multi‑Tiered System of Supports (MTSS) by facilitating professional learning and the collaborative use of student data to strengthen Tier 1 classroom instruction and Tier 2 intervention supports.

Qualifications:

1. Currently employed as a teacher in Hackensack Public Schools and holds a valid New Jersey instructional certificate appropriate to the assigned position.

2. Demonstrates strong knowledge of district curriculum, New Jersey Student Learning Standards, and evidence‑based instructional practices within the grade span or department served.

3. Demonstrates a strong understanding of standards‑aligned formative and summative assessment practices, including selecting and using varied assessment approaches to identify student strengths and learning needs, monitor progress, and inform instruction.

4. Demonstrates the ability to analyze and interpret student achievement and growth data, assessment results, and student work and guide colleagues in translating findings into clear instructional next steps.

5. Demonstrates a strong understanding of Tier 1 core instruction, Tier 2 targeted supplemental intervention, and Tier 3 intensive, individualized intervention within a Multi‑Tiered System of Supports (MTSS), including how the tiers work together and how screening, diagnostic assessment, and progress monitoring inform collaborative decisions.

6. Demonstrates knowledge of differentiated instruction and practices that support access to grade‑level learning for diverse learners, including multilingual learners and students with disabilities.

7. Demonstrates strong communication and collaboration skills and the ability to build trusting, respectful professional relationships that recognize and draw upon colleagues' expertise.

8. Demonstrates the ability to facilitate collaborative conversations, invite participation, navigate differing perspectives constructively, and guide teams toward agreed instructional next steps using district‑established protocols.

9. Has experience contributing to or facilitating Professional Learning Communities, collaborative planning, professional learning, or other shared instructional work.

10. Demonstrates a commitment to continued professional growth and willingness to participate in district-provided learning related to facilitation, assessment, instructional practices, and district MTSS procedures.

11. Maintains confidentiality, exercises sound professional judgment, and demonstrates the ability to organize collaborative work, meet established timelines and documentation requirements, and follow through on agreed commitments.

Description:

• Priorities and schedules will be established collaboratively with the designated director or supervisor and building‑based leadership, with planning and preparation aligned to the 60‑hour allocation.
• Collaborate with the designated director or supervisor, principals, and assistant principals to coordinate teacher leadership activities aligned with district initiatives, school improvement goals, and identified professional learning needs.
• Plan and facilitate grade‑level meetings for K–4 assignments and Professional Learning Communities and department meetings for grades 5–12 content‑area assignments. For K–12 departments and special education assignments, facilitate collaborative meetings appropriate to the staff and grade spans served, as established with the designated director or supervisor.
• Lead structured data conversations using district‑established protocols and schedules, inviting colleagues to contribute their expertise and perspectives. Provide feedback to instructional leadership to support refinement of these protocols.
• Guide collaborative analysis of student achievement and growth data, standards‑aligned formative and summative assessments, universal screening results, and student work to recognize strengths, identify learning needs, and determine instructional next steps.
• Help teams document agreed instructional actions, identify responsibility for follow‑through, and establish review dates. Revisit student learning evidence with colleagues to assess the impact of instructional decisions and determine further adjustments.
• Facilitate collaborative planning and sustained professional learning that connect district curriculum and New Jersey Student Learning Standards with evidence‑based instructional practices, differentiated instruction, and varied assessment approaches.
• Support the establishment and implementation of district MTSS practices through professional learning and collaborative understanding of Tier 1 core instruction, Tier 2 targeted supplemental intervention, and Tier 3 intensive, individualized intervention.
• Collaborate with Reading Specialists, interventionists, multilingual educators, special education staff, and other relevant personnel to support shared understanding of screening, diagnostic assessment, progress monitoring, and student response to instruction and intervention.
• Promote collaborative instructional practices that support access to grade‑level learning for diverse learners, including multilingual learners and students with disabilities.
• Prepare agendas, protocols, and supporting professional learning materials, and share instructional resources and examples that help colleagues apply their learning. Collaborative development of lessons, materials, or assessments will occur as part of these professional learning activities.
• Gather educator feedback and communicate emerging professional learning needs, implementation questions, and promising practices to the designated director or supervisor and building‑based leadership. Coordinate with other Teacher Leaders to support connections across buildings, grade spans, and departments.
• Participate in required orientation, associated professional learning, and meetings with directors, supervisors, principals, and assistant principals, as appropriate, to support coordination of the work.
• Maintain accurate time records and brief documentation of planning, professional learning activities, team decisions, and follow‑up actions in accordance with district expectations.
• Build positive professional relationships, maintain confidentiality, and support colleagues through collaborative, non‑evaluative learning. Teacher Leaders do not evaluate staff.

Selection Procedure:

Applications will be reviewed and interviews conducted, followed by recommendations made to the Acting Superintendent for Board approval.