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General Function

 

The Literacy Coach will partner with district/building leaders, literacy leadership teams, and educators to strengthen PK–5 literacy systems and build educator capacity. This position supports implementation of evidence-based literacy practices aligned to the Science of Reading, Michigan’s Literacy Essential Practices, MTSS, and the MDE Early Literacy Coaching Model. 

 

Qualifications & Requirements

 

  • Master’s Degree in literacy, reading, curriculum and instruction, education, or equivalent preferred, with five or more years of successful PK–5 literacy-related teaching experience.
  • Valid Michigan teaching certificate required; Reading endorsement, Reading Specialist certification, or equivalent training focused on evidence-based literacy practices preferred.
  • Demonstrated success supporting students who need additional literacy instruction and intervention.
  • Knowledge of current PK–5 literacy standards, Michigan’s Literacy Essential Practices, the Science of Reading, and evidence-based literacy practices.
  • Knowledge of MTSS, including core instruction, intervention systems, assessment, progress monitoring, and team-based problem solving.
  • Familiarity and success with utilizing formative, screening, diagnostic, observational, and progress-monitoring tools to determine appropriate literacy instruction and supports.
  • Knowledge of literate learning environments, student engagement, and motivational factors that contribute to learning in today’s diverse classrooms.
  • Knowledge and application of adult learning principles, including experience designing and facilitating professional learning for educators and instructional teams, preferred.
  • Able to use observational data, formative assessment, and coaching cycles to guide educators’ professional learning and support the transfer of professional learning into classroom practice.
  • Completion of required state literacy professional learning preferred; if not already completed, must complete required literacy professional learning upon employment.
  • Able to build trusting, collaborative relationships with educators, administrators, and district teams to support educator growth and system improvement.
  • Solid organizational and planning skills.
  • Strong verbal and written communication skills.
  • Able to work as a member of a team and contribute to the agency vision and goals.
  • Able to demonstrate confidentiality in all matters.
  • Positive leadership skills.
  • Must complete and pass required criminal history check.

 

Essential Duties (shall include, but are not limited to the following):

 

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. 

 

  • Partner with building leaders and literacy leadership teams to strengthen a shared PK–5 literacy vision aligned to district goals, MTSS, MICIP priorities, and Michigan’s Literacy Essentials.
  • Provide job-embedded literacy coaching through collaborative cycles that may include goal setting, co-planning, modeling, observation, feedback, reflection, and analysis of student learning.
  • Support educators in implementing evidence-based literacy practices grounded in the Science of Reading,
  • Support the transfer of professional learning into classroom practice through coaching, collaborative planning, reflection, and data-informed instructional decision-making. · Work alongside MTSS teams to analyze literacy data, identify instructional needs, strengthen Tier 1 instruction, align interventions, and monitor student progress.
  • Provide consultation and coaching support related to literacy instruction, assessment, intervention, curriculum resources, and program planning.
  • Assist educators and teams in using formative, screening, diagnostic, observational, and progress-monitoring data to plan responsive literacy instruction and supports.
  • Design and facilitate professional learning for teachers, interventionists, instructional teams, and leaders related to PK–5 literacy practices, coaching priorities, and literacy systems.
  • Support alignment across preschool, kindergarten, early elementary, and upper elementary literacy practices to strengthen instructional coherence and student transitions.
  • Collaborate with NC RESA staff, local district leaders, ISD literacy networks, and regional/state partners to support implementation of literacy initiatives and coaching practices.
  • Remain knowledgeable about current literacy research, Michigan guidance, coaching practices, MTSS, and evidence-based instructional recommendations.
  • Participate in required trainings, coaching networks, and professional learning connected to literacy, MTSS, and implementation support.
  • Predictable/reliable attendance.

 

            Other Duties

 

  • Act as a resource, if needed, to employees, students and the general public and visitors to the NC RESA.
  • Possess knowledge of NC RESA’s organization, mission, and philosophy.
  • Perform other duties deemed appropriate by the Director of Instructional Services.

 

            Relationships & Commitment 

 

The Literacy Coach shall be directly accountable to the Director of Instructional Services and shall demonstrate commitment to the mission of the Newaygo County RESA through:

 

  • Adherence to and enforcement of agency policies and administrative regulations.
  • Performance resulting in quality outcomes.
  • Performance resulting in internal and external consumer satisfaction.
  • Continuous personal and professional improvement and development.
  • Positive interpersonal relationships with colleagues and consumers.
  • Continuously improving performance through internal and external evaluation.
  • Exhibiting the mental/physical ability and stamina to meet essential duties of position.
  • Supporting the agency and department in the Continuous Improvement Plan.

 

Other Required Skills

 

  • Able to communicate effectively (language skills)
  • Able to work with mathematical concepts (mathematical skills)
  • Able to define problems, collect data, establish facts, and draw valid conclusions (reasoning skills)
  • Physically able to successfully perform the essential functions of the job (physical demands). Reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions.
    • General school building/classroom/office setting, the noise level in this position varies

 

            Work Environment

 

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job.

 

 

Terms of Employment

 

  • Contracted employee (exempt under FLSA regulations)
  • School year position; 7.25 hours per day
  • Position covered under NCEA Master Agreement

 

The information contained in this job description is for compliance with the American with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position.  Additional duties are performed by the individual currently holding this position and additional duties may be assigned.  The RESA does not discriminate and prohibits discrimination or harassment in any program or activity that it operates, including in admission and employment, as required by Title IX and other applicable law, on the basis of race, color, national origin, religion, sex (including sexual orientation and gender identity/expression), marital status, pregnancy status, genetic information, disability, age, or any other basis prohibited by law. 

 

NC RESA reserves the right to alter/amend this job description at any time, following language in the NCEA Master Agreement.