Literacy Coach

New Philadelphia City School District•New Philadelphia, OH

6h•Onsite

About The Position

New Philadelphia High School is seeking a highly qualified Literacy Coach. This role supports the implementation of evidence-based literacy instruction and intervention for students requiring Tier II and Tier III supports. The coach will collaborate with teachers, intervention specialists, administrators, and support staff to improve literacy outcomes for struggling readers and writers through data-driven instruction, targeted interventions, and the application of the Science of Reading. This position is specifically focused on improving literacy achievement for students with identified reading needs and does not serve as a Tier I instructional coaching role. A key emphasis of this role is supporting English Learner (EL) students and their teachers.

Requirements

Bachelor's Degree from Accredited institution college or university
Valid Ohio teaching license
Minimum of three (3) years of successful teaching experience
Completion of all required Ohio Science of Reading professional learning modules
Demonstrated knowledge of structured literacy practices and evidence-based reading intervention strategies
Experience analyzing student achievement data and implementing targeted interventions.
Strong communication, collaboration, organizational, and leadership skills.
Experience working with diverse learners, including students with reading deficiencies and students receiving special education services.
Candidates must have completed the required Science of Reading professional learning modules and possess at least one of the following qualifications: Completed LETRS Training, Volumes 1 and 2. Completed Associate Level Orton-Gillingham Training. Hold a valid Ohio Reading Endorsement (PreK-12), Endorsement #059902 appearing on the educator's teaching license or certificate. No other endorsement fulfills this requirement. Hold a Master's or Doctoral Degree in Reading or Literacy, with the degree title, major area of study, specialization, or concentration specifically identified as "Reading" or "Literacy." Earned a passing score on Ohio's Reading Instruction Assessment, aligned to Ohio's Reading Competencies.

Nice To Haves

Master's degree in Education, Reading, Literacy, Curriculum and Instruction, or a related field.
Experience as a literacy coach, reading intervention specialist, or instructional leader.
Experience implementing secondary literacy intervention programs.
Knowledge of adolescent literacy development, dyslexia-informed practices, and structured literacy methodologies.
Experience supporting MTSS implementation and progress monitoring systems.

Responsibilities

Lead the development, implementation, and revision of the EL program.
Provide leadership and support for Tier II and Tier III literacy interventions aligned with the Science of Reading.
Collaborate with administrators, intervention specialists, special education staff, and classroom teachers to identify students requiring targeted literacy support.
Analyze screening, diagnostic, formative, and summative assessment data to determine literacy needs and intervention priorities.
Support the design, implementation, and progress-monitoring of evidence-based reading interventions for adolescent learners.
Coach teachers and interventionists on effective instructional practices for students with significant literacy skill gaps.
Model and demonstrate structured literacy practices, including instruction in phonemic awareness, phonics, fluency, vocabulary, language comprehension, and written expression.
Support the implementation of Multi-Tiered Systems of Support (MTSS) and Response to Intervention (RTI) frameworks for literacy.
Assist staff in interpreting literacy assessment data and using data to make instructional decisions.
Monitor student progress and collaborate with intervention teams to adjust instructional plans based on outcomes.
Facilitate professional learning related to adolescent literacy interventions, structured literacy practices, and evidence-based reading instruction.
Maintain records and documentation related to intervention services, student progress, and coaching activities as required by district and grant guidelines.
Collaborate with families and community partners to support literacy development and student success.
Stay current on research and best practices in adolescent literacy, intervention strategies, and the Science of Reading.
Participate in district and state literacy initiatives and ensure fidelity to grant requirements and program expectations.