Early Literacy Coach (Educator on Loan)

Richmond Community School District•Richmond, MI

11d•Onsite

About The Position

The Early Literacy Coach (Educator on Loan) provides job-embedded coaching and professional learning to PreK–5 teachers with the goal of improving early literacy instruction and increasing student achievement in reading. This position supports educators in implementing evidence-based practices, analyzing assessment data, and designing high-quality instruction so that students read at or above grade level by the end of grade 3. The Early Literacy Coach works in partnership with the Macomb Intermediate School District (MISD) and Richmond Community Schools under Section 35a(4) of the State School Aid Act, following the Michigan Department of Education Early Literacy Coaching Model and the Student-Centered Coaching framework. The position reports to the MISD Assistant Superintendent for Instruction/Chief Academic Officer in partnership with the district’s designee, but will be a Richmond Community Schools employee under the Richmond Education Association bargaining agreement.

Requirements

Valid Michigan Teaching Certificate.
Demonstrated expertise in early literacy instruction and evidence-based practices.
Strong understanding of assessment literacy, data interpretation, and instructional decision-making.
Ability to model effective instructional practices and coach adult learners.
Strong communication, collaboration, and interpersonal skills.

Nice To Haves

Experience providing instructional coaching or professional development to educators.
Familiarity with the GELN Essential Instructional and Coaching Practices.
Experience with Student-Centered Coaching or similar coaching frameworks.
Progress toward or completion of LETRS training.

Responsibilities

Provide job-embedded coaching for teachers in key literacy components, including phonemic awareness, phonics, fluency, vocabulary, comprehension, and writing.
Model instructional strategies through co-teaching, demonstration lessons, and classroom-based support.
Support teachers in implementing the GELN Essential Instructional Practices in Early Literacy (K–3) and Essential Coaching Practices.
Provide professional learning aligned to building needs, assessment results, and coaching observations.
Train staff on administering and analyzing literacy assessments to support effective instructional planning (Assessment Literacy).
Support teachers in designing differentiated instruction and intensive intervention for students with identified literacy needs.
Facilitate training and implementation of progress monitoring tools.
Assist teachers in analyzing classroom, building, and district literacy data to guide instructional decision-making.
Support progress monitoring systems and coach teachers in interpreting data to adjust instruction.
Maintain documentation and data related to coaching cycles, professional development, and district requirements.
Collaborate with administrators during monthly meetings to review student progress, coaching trends, and ongoing needs.
Partner with MISD Coach Consultants through scheduled onsite visits to strengthen coaching practice and implementation fidelity.
Participate in the MISD K–5 Literacy Coaching Network and collaborate with ISD and district leaders to align literacy initiatives.
Support implementation of K–12 Literacy and Dyslexia legislation within the district.
Communicate effectively with teachers, administrators, and stakeholders to ensure consistency in early literacy practices.
Share instructional resources, research-based strategies, and guidance aligned to state and district literacy goals.
Attend all professional learning required by Section 35a(4), including MAISA Coaching Institutes, Quarterly State Coaches Meetings, Coaching Intensives, and online Essentials modules.
Maintain or make progress toward completion of LETRS training.
Continue to expand knowledge of evidence-based literacy instruction and coaching practices.
Maintain accurate records and submit required reports in accordance with state, ISD, and district expectations.
Adhere to requirements of the Early Literacy Coach role, including restrictions against administrative duties or regular classroom teaching assignments.