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

Gresham Barlow School District; San Jacinto (CA); On-site; USD 25,000 - 50,000; Part time

Job summary

Gresham-Barlow School District in District Wide seeks a K-5 Literacy Coach, DLI, for the 2026-2027 school year. This temporary 0.50 FTE position supports teachers with literacy instruction, collaborative planning, and professional development to strengthen literacy outcomes.

Candidates must hold an appropriate State Teaching license, be bilingual English/Spanish, and have at least five years of elementary teaching experience. The district emphasizes equity and data-based instruction.

Qualifications

• Appropriate State Teaching license
• Minimum of five years of successful elementary teaching
• Strong collaboration and facilitation skills
• Understanding of adult learning, andragogy, and pedagogy
• Competency in using data with teams for instructional improvement
• Understanding of culturally and linguistically responsive teaching
• Applicants with diverse lived expertise in inclusion and equity work
• Advanced training in literacy strategies and science of reading/writing

Responsibilities

• Support teachers with methods and strategies to increase literacy achievement
• Assist with literacy foundational skills and language comprehension
• Plan instruction with teachers
• Model best instructional practices through demonstrations or coaching
• Use instructional technology to enhance instruction
• Develop district-wide resources
• Support data-based instructional decisions to boost learning
• Provide informal classroom observations with actionable feedback

Skills

Interpersonal skills

Collaboration

Data-driven instruction

Adult learning theory

Culturally responsive teaching

Equity-focused approach

Time management

Education

Elementary teaching license

Five years elementary teaching

Tools

Instructional technology proficiency

Data analysis tools

Job description

TOSA - K-5 Literacy Coach, Bilingual, Dual Language Instruction (DLI) (Temporary) JobID: 3578

• Position Type: Certified/Licensed/ Instructional Coach
• Date Posted: 9/1/2026
• Location: District Wide
• Date Available: 09/14/2026

K-5 Literacy Coach, DLI Districtwide

TemporaryContract in 2026-2027 School Year Only

0.50 FTE

Qualifications

State of Oregon Teaching License withElementary Multiple Subjectsendorsement, 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.

• 2026-2027Annual 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.

Studies have shown that women and people of color are less likely to apply for jobs unless they believe they meet every one of the desired qualifications as described in a job description. We are most interested in finding the best candidate for the job. We would encourage you to apply, even if you don't believe you meet every one of our desired qualifications described. If you are unsure whether you meet the desired qualifications of this position, or how this would be determined, please feel free to contact Human Resources to discuss your application. Preference will be given to those applicants with work or lived experience with culturally, linguistically and racially diverse communities

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
• 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
• 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, and 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)
• 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.