Literacy Coordinator

New Mexico State University•Las Cruces, NM

10h•$53,166•Onsite

About The Position

The School of TPAL at NMSU seeks a Literacy Coordinator for a one-year appointment. This position is contingent upon funding. The Literacy Program Coordinator will be responsible for developing and updating an EPP structured-literacy implementation plan, providing faculty support related to reading sciences and evidence-based literacy practices, and aligning coursework, syllabi, assessments, and clinical-experience expectations with HB 156 and statewide structured-literacy expectations. The role also involves strengthening processes for implementing structured-literacy observation placements, serving as a point of contact for state agencies and LEAs on literacy initiatives, establishing processes for candidate performance data collection and review, and using data to document continuous improvement and annual progress.

Requirements

Associate's Degree + 7 years of relevant experience or a Bachelor's degree + 5 years of relevant experience.
A minimum of five years of experience as a classroom teacher, reading specialist, or literacy coach.
A Master's or Doctoral degree in education, literacy, or reading.
A strong understanding of reading processes, assessment, and adult learning.
The ability to collaborate effectively with higher education faculty, state agencies, and LEAs.
NM Teacher License, Level II or Equivalent

Nice To Haves

Doctorate in Education, Literacy, Curriculum and Instruction, Educational Leadership, Special Education, or a related field.
Experience working in teacher preparation programs or higher education settings.
LETRS certification, structured literacy credential, or comparable professional training.
Experience supporting faculty, advocacy, curriculum review, program improvement, or accreditation activities.
Experience using candidate performance data to support program improvement and decision-making.
Experience coordinating professional development or faculty learning initiatives.
Knowledge of New Mexico educator preparation programs and educational systems.
Demonstrated commitment to cultivate an understanding of the rich and varied cultures of New Mexico to the success of the university's mission to serve local and global communities.
Demonstrated commitment to cultivating and understanding use of culturally and linguistically sustaining literacy practices
Demonstrated knowledge of the sciences of reading including structured literacy practices.
Experience collaborating with educators, schools, districts, or higher education faculty

Responsibilities

Develop or update an EPP structured-literacy implementation plan that identifies priority program areas, faculty-support needs, timelines, and responsible personnel.
Provide or coordinate faculty learning opportunities, technical assistance, and resource support related to the sciences of reading and evidence-based literacy practices.
Create a resource and data management storage system; review applicable coursework, syllabi, assessments, and clinical-experience expectations; identify needed revisions; and support faculty and program leadership in implementing changes needed to align with HB 156 and statewide structured-literacy expectations.
Strengthen the current processes for implementing the required 100-hour structured-literacy observation placements with LETRS-trained mentor teachers. This may include identifying placement sites and mentors, coordinating with field-experience personnel and LEAs, and addressing implementation barriers.
Serve as the NMSU’s primary point of contact, as appropriate, for coordination with HED, PED, ECECD, and LEA partners on state-wide literacy-related initiatives and activities.
Participate in state-sponsored meetings or workgroups as requested.
Establish or refine processes to collect, review, and use candidate performance data from literacy-related assessments.
Support required state, institutional, and accreditation reporting, including documentation of program alignment, candidate outcomes, observation hours, and implementation progress.
Use implementation and candidate data to identify strengths and areas of improvement for structured-literacy preparation.
Prepare a year-end progress summary that documents activities completed, major deliverables, implementation challenges, outcomes to date, and priorities for next steps.