TOSA - K-5 Literacy Coach, Bilingual, Dual Language Instruction (DLI) (Temporary)

Gresham-Barlow School District 10J; Gresham (OR); On-site; USD 25,000 - 50,000; Part time

Benefits offered by this job

Specialty stipend $1,380

Job summary

Gresham-Barlow School District 10J is seeking a K-5 Literacy Coach (DLI) on a 0.50 FTE temporary contract for the 2026-2027 school year. The role supports teachers with coaching, professional development, and data-driven literacy instruction district-wide.

Requirements include an Oregon elementary teaching license with the appropriate endorsement, plus five years of elementary teaching experience. Bilingual English/Spanish abilities are required.

Qualifications

• Appropriate State Teaching license with Elementary Multiple Subjects endorsement.
• Minimum of five years of elementary teaching experience.
• Bi-lingual in English/Spanish required.
• Strong collaboration and facilitation skills.
• Knowledge of literacy instruction and data-based decision making.

Responsibilities

• Support teachers with literacy instruction methods and data-informed planning.
• Model instructional practices through demonstrations or side-by-side coaching.
• Provide professional development for teachers and educational staff.
• Coordinate district-wide literacy resources and coaching.
• Engage families and staff in equitable literacy practices.

Skills

Interpersonal skills

Problem solving

Organizational skills

Adult learning theory

Collaboration

Culturally responsive teaching

Bilingual English/Spanish

Education

Elementary teaching license (State)

Elementary endorsement (Multiple Subjects)

Job description

178 Contract days

Temporary Contract in 2026-2027 School Year Only

0.50 FTE

K-5 Literacy Coach, DLI

Districtwide

Qualifications

State of Oregon Teaching License with Elementary Multiple Subjects endorsement, and current First Aid Card. Must be fully bilingual and biliterate in English/Spanish.

Compensation

Salary and stipends will be prorated based on FTE and start/end dates of the position.

• 2026-2027 Annual Salary Range $25,068 - $49,650 (Based on 195/196 Day Contract). Initial placement on the salary schedule is based on education and contracted licensed experience.
• This position is eligible to receive a specialty stipend of $1,380 for the 2026-2027 School Year.

POSITION SUMMARY

The Literacy Coach will assist classroom teachers and educational assistants by providing direct support, assistance, coaching, and professional development for small group intensification, including Special Education. Professional development could include, but is not limited to, small-group coaching, observing, modeling of instructional strategies, guiding teachers and educational assistants gathering and using lesson data to enhance instruction. It will also include creating and facilitating in-services for groups of teachers and educational assistants.

Minimum Qualifications

Education, Training, Experience, Licensure & Certification:

• Appropriate State Teaching license
• Minimum of five years of successful teaching experience at the elementary level
• Strong collaboration and facilitation skills.
• Strong understanding of adult learning, andragogy, and pedagogy
• Demonstrated competency in using data with teams for instructional improvement.
• Strong understanding of culturally and linguistically responsive and inclusive teaching practices
• Applicants with diverse lived expertise who have led inclusion and equity work
• Bi-lingual required
• Advanced training or certification in "research-aligned literacy strategies" and "the science of reading and writing"

Special Knowledge/ Skills

• Interpersonal, problem-solving, and organizational skills required to facilitate coaching and staff development effectively
• Demonstrated ability to design and facilitate (individually or in collaboration with others) high-quality professional development for teachers/school staff
• Demonstrated skills in analyzing and using data for instructional grouping and decision-making
• In-depth knowledge of Oregon Literacy Framework and Science of Reading.
• In-depth knowledge of high-leverage strategies for emerging multilingual learners
• Demonstrated comfort, knowledge, skill, and ability using instructional technology
• Interpersonal, problem-solving, and organizational skills required to facilitate coaching and staff development effectively
• Communicates effectively, in multiple formats (multimedia, face-to-face, etc.)
• Ability to form strong professional relationships with colleagues
• Able to take initiative, is flexible, and able to work in a fast-paced environment and manage competing tasks, deadlines, requirements, and decisions
• Effectively manages their time, is organized, and prioritizes work to meet the needs of the users
• Ability to work both independently and collaboratively
• Ability to facilitate side-by-side coaching
• Demonstrated mastery level knowledge of instructional practices related to literacy.
• Knowledge of equity issues in current education reform
• Listens to others and remains receptive to new ideas
• Demonstrated knowledge to maintain confidentiality
• Establishes and maintains positive, effective working relationships with staff, students, and the community

Major Responsibilities And Duties

(The following statements describe the general purpose and responsibilities assigned and should not be construed as an exhaustive list of all responsibilities, skills, efforts, or working conditions that may be assigned or skills that may be required.)

• Support teachers with methods, materials, and instructional strategies that, through research, have proven to increase student achievement in literacy.
• Support teachers and educational assistants with the implementation of Literacy foundational skills and language comprehension
• Work in partnership with teachers to plan instruction
• Model best instructional practices through demonstrations or side-by-side coaching
• Demonstrate appropriate use of instructional technology and other educational tools to enhance and extend instruction
• Facilitate the development of district-wide resources
• Support individuals and collaborative teams in their efforts to make data-based instructional decisions to increase student learning.
• Make informal classroom observations offering insights for the enhancement of teaching-learning situations. Reflective feedback provided directly to the teacher or educational assistant will be for instructional support and improvement (not evaluation)
• Provide building-level or district-level professional development
• Communicate effectively with administrators, teachers, and other school personnel to strengthen all aspects of the instructional program
• Work collaboratively and communicate effectively with district-level leadership to ensure rigorous, relevant curriculum and instructional practices that will increase student learning and achievement
• Work collaboratively and communicate effectively with other instructional coaches at all grade levels to strengthen vertical articulation and to create a seamless K-12 instructional program
• Cultivate and model a respectful working and learning environment
• Participate in State and regional curriculum meetings and leadership opportunities

Gresham-Barlow School District recognizes the diversity and worth of all individuals and groups. It is the policy of this district and the board of education that there will be no discrimination or harassment of individuals or groups in any education programs, activities or employment. Gresham-Barlow provides equal access to individuals with disabilities.