Foundational Literacy Coach - Phoenix Early Learning Center (K-3rd), 2026/2027 SY

Arizona Autism Charter Schools, Inc • Phoenix, AZ

1d • Onsite

About The Position

Arizona Autism Charter Schools (AZACS) is seeking a Foundational Literacy Coach for the Phoenix Early Learning Center (K-3rd Grade) for the 2026/2027 school year. AZACS is an award-winning organization, recognized for its innovation in education and providing transformational experiences through individualized learning programs for autism charter schools. The Arizona Department of Education supports the hiring of Foundational Literacy Coaches to assist pre-k-3 teachers in improving early literacy skills, measured by state assessments. Coaches will facilitate learning aligned with the science of reading research, provide technical assistance to teachers for improved daily literacy instruction and intervention, and integrate Arizona's ELA Standards, Early Learning Language and Literacy Standards, local curricula, and assessment data. The Foundational Literacy Coach will focus on assisting teachers in the effective delivery of scientifically based reading instruction, particularly Tier 1/Core. They will provide services to their assigned school with a cohesive, sustained, intensive, and classroom-focused approach that is rigorous, engaging, and relevant for students. The role requires building a non-threatening, open, professional, and collaborative relationship with school personnel, principals, and teachers. Coaches must use data to identify school needs, prioritize, schedule, organize, and provide technical assistance to build educator capacity, ensuring students meet age and grade-level literacy expectations by the end of 3rd grade and beyond.

Requirements

• Master’s degree in education or related field with 3 years documented successful experience teaching reading OR bachelor's degree in education or related field with 5 years documented successful experience teaching reading with a minimum of 3 years of literacy experience at the State, District/Charter, or School Level
• Valid Arizona Teaching Certificate
• Valid Arizona IVP Fingerprint Clearance Card
• Reading Endorsement or K-5 Literacy Endorsement
• Knowledge of evidence-based research in the areas of reading, writing, listening, and speaking, and language
• Knowledge of the essential components of reading instruction
• Knowledge of the science of reading and structured literacy
• Knowledge of the Move on When Reading (MOWR) legislation
• Knowledge of Arizona's English Language Arts (ELA) Standards and Arizona Early Learning Standards (AZELS)
• Knowledge of literacy assessment systems, practices, and types
• Knowledge of effective strategies in working with adult learners
• Knowledge of evidence-based practices in literacy
• Knowledge and experience in literacy instruction, literacy intervention, and development of and/or implementation of instructional literacy resources
• Knowledge of reading processes, acquisition, assessment, and instruction
• Knowledge of scientific reading research and its application to effective classroom instruction, structure, and practices, as well as intervention
• Knowledge of the multi-tiered system of supports model, data analysis, and application
• Systematic, explicit, instructional delivery
• Experience providing professional development and technical assistance directly to school and district/charter staff
• Ability to effectively prioritize, schedule, manage, and organize multiple daily tasks to achieve goals
• Ability to administer and interpret reading assessments and use data to determine professional development needs, and recommend changes to improve school-wide and/or classroom instructional practices
• Ability to rapidly acquire and apply new skills and information
• Ability to provide effective instructional feedback
• Ability to identify problems and develop appropriate solutions
• Use effective written and oral communication skills, including the ability to engage in difficult and candid conversations with a variety of stakeholders
• Demonstrated leadership/managerial skills
• Demonstrated team-building skills
• Demonstrated collaboration and facilitation skills
• Motivating others to achieve
• High degree of professionalism to ensure and protect the confidentiality of educators and students
• Strong work ethic, self-directed and reliable, and the ability to work both independently and collaboratively
• High-quality interpersonal skills and the ability to relate to and interact with adults exhibiting a range of abilities and dispositions
• Persistent despite obstacles
• Ability to orchestrate change
• Valuing lifelong learning
• Belief that a coach can make a difference, despite the nature of the challenges
• Desire to grow professionally

Nice To Haves

• Successful experience facilitating adult learning and delivering professional development specific to literacy instruction (e.g., professional development feedback/surveys, letters from participants, etc.)
• Experience mentoring, coaching, and providing feedback about instruction to classroom teachers
• Experience leading others in a collaborative process
• Experience analyzing and using student achievement data for instructional purposes

Responsibilities

• Provide information and training to teachers in a variety of settings (e.g., whole group staff development, grade level meetings, one-on-one)
• Model and co-teach instructional strategies and techniques
• Support teachers in the implementation of new skills through instructional or facilitative coaching
• Observe new and experienced teachers in the classroom during the reading instructional tiers to provide specific one-on-one feedback regarding evidence-based practices to individual teachers during the coaching conferencing process
• Assist in planning and implementation of a 90 to 120-minute K-3 literacy block with an emphasis on phonemic awareness, phonics, comprehension, vocabulary, and fluency, in addition to oral and written language
• Assist in planning and implementation of developmentally appropriate pre-k literacy practices with an emphasis on language, emergent literacy, and emergent writing
• Provide professional learning opportunities related to core and intervention instruction
• Provide resources, tools, and research for enhancing instructional practices
• Support teachers to deepen their understanding of content knowledge, evidence-based reading strategies, and how to use a variety of assessments to monitor student achievement
• Support grade-level teams in analyzing data and designing next steps for instruction
• Maintain records related to coaching cycles, professional development, and data related to early literacy screening
• Meet with the school administration and leadership team regularly to examine school data and assist in school-wide planning and implementation of meaningful literacy professional learning opportunities
• Support the development of the MOWR literacy plan as a member of the school literacy team
• Engage in reading data conversations with teachers and assisting in goal setting, data/evidence collection and analysis, instruction, and assessment
• Support teachers’ collaborative work to plan reading lessons, small group differentiation, and interventions
• Align efforts to the school’s mission, vision, and literacy plan as they coincide with current reading research
• Stay informed of the latest reading research
• Build trusting and respectful relationships
• Maintain a high level of ethical behavior and confidentiality
• Recognize and celebrate the accomplishments of all teachers
• Continue to build knowledge and understanding of evidence-based practices in early literacy and coaching
• Network with other literacy coaches

What This Job Offers

• Job Type: Full-time
• Career Level: Mid Level