Literacy Coach [SY26-27], secondary level

Malden Public Schools•Malden, MA

16h

About The Position

A Secondary Literacy Coach is a specially prepared professional who has responsibility for supporting educators to drive the literacy performance of readers in general and struggling readers in particular in grades 6-12 . The Literacy Coach will provide high-level literacy support for members of the school community. The Literacy Coach in this role works closely with the building Principal, the Central Office Director of English Language Arts and Literacy, and other relevant school/district administrators, teachers, and parents to accomplish the goals outlined in the School Improvement Plan and the school systems requirements for the improvement of literacy instruction. The Literacy Coach’s full-time job is to improve reading instruction in the secondary schools in all components of literacy, as well as CCSS expectations of reading, writing, speaking, and listening. This individual will not have direct classroom duties nor will they have administrative responsibilities outside of the reading program, but will include support in literacy skills and strategies within content areas as well as the literacy block. In the 2025-26 school year, the literacy coach will also oversee the Coursemojo pilot in district middle school grades.

Requirements

Masters in reading, education, special education, or related field
Three to five years prior teaching experience; preference for individuals with experience in varied positions, including reading teacher and classroom teacher, and experience with multilingual learners.
Deep understanding of scientifically based reading research and evidence-based practices for teaching reading and English Language Arts and assessing student progress toward achievement of benchmarks, as documented in coursework and experience as a teacher of reading
Excellent communication skills

Nice To Haves

Valid MA Reading Specialist and/or Special Education certification preferred
Experience and skill as a coach or mentor for adults on literacy related topics

Responsibilities

Professional Development
Establish clear goals for professional development that are consistent with literacy goals
Assist teachers in formulating own goals for professional development
Coach/mentor classroom teachers as they implement evidence-based instructional practices associated with the comprehensive reading program (core, supplemental, and intervention curriculum and instructional approaches
Provide feedback during coaching on teaching effectiveness and fidelity to guidance as provided by the teacher's guide including concrete suggestions for improvements, especially related to strategies for working with struggling readers, Multilingual learners, and others with special needs within the regular classroom
Establish and oversee a peer mentoring support network for teachers as they implement recommended instructional practices include opportunities for teachers to visit one another's classrooms to observe the implementation of specified practices
Design school-based professional development in conjunction with the Central Office and school-based leadership team that is analytic, reflective, and inquiry-oriented (e.g. site-based content knowledge workshops on strategies aligned with scientifically based reading research)
Provide demonstration materials (e.g. videos, professional books) to support and extend professional development site-based opportunities
Act as catalyst for building a school learning community that focuses on integrated learning, building connections across grades
Assessment
Help administer the literacy assessment screening, progress monitoring, diagnostic, and outcomes measures
Implement procedures for monitoring student performance associated with benchmarks
Mentor/coach teachers as they utilize assessments in addition to those required by BSRI (e.g. classroom-based assessments), helping teachers to avoid over-assessing students or using redundant measures
Coach teachers as they analyze literacy assessment data to identify students who are making adequate progress or those in need of substantive intervention
Coach teachers on the use of assessment data to specially design instruction for individual students and to group students for classroom instruction
Collect and analyze data from the DIBELS and GRADE assessments, and any other data collected by the city; input the data into the DIBELS and GRADE websites and P drive.
Meet with teachers on a regular basis to discuss student progress and look at student work.
Collect and analyze data; create instructional plans multiple times a year based on data, to support classroom instructions in a way that will meet the needs of students.
Curriculum and Instruction
Use a range of effective strategies, analyze instruction, and provide clear, specific information on strategy implementation
School Liaison
Meet regularly with the Central Office staff, Principal, APs and others to assess the quality of literacy instruction
Assist in the analysis of school-wide literacy strengths and weaknesses and formulate plans to improve student achievement in reading and teaching effectiveness
Create an atmosphere of trust and collaboration among staff to promote professional growth and accelerate the reading achievement of all students
Attend all professional development and networking meetings