Middle School Literacy Coach

Voyager Academy•Durham, NC

About The Position

Voyager Academy is seeking a Middle School Literacy Coach to serve in a dual role supporting students and educators. The position provides targeted, data-driven Tier 2 and Tier 3 reading intervention to students in grades 4–8 using evidence-based practices grounded in the Science of Reading. It also supports general education and content-area teachers in implementing effective Tier 1 literacy strategies through instructional coaching and peer leadership. The role aims to build a collaborative, data-driven culture of continuous improvement so students can develop reading proficiency and teachers can strengthen their instructional practices. Voyager Academy is a fully accredited K–12 charter school in Durham, North Carolina. Its mission is to empower students through challenging academic instruction and project-based learning in a safe, inclusive, and supportive environment. Families and staff partner to prepare students for future opportunities.

Requirements

Possess and maintain a current North Carolina teaching license.
At least five years of experience teaching students.
Creative, collaborative, team-oriented educator with leadership skills.
Strong interpersonal skills and willingness to partner with parents, teachers, and administration to ensure student success.
Effective communication skills.
Deep knowledge and understanding of research on reading and literacy instruction and strategies.

Responsibilities

Meet with targeted students in grades 4–8 in small groups to provide intensive reading interventions two to three times per week.
Consult frequently with classroom teachers about reading instruction for targeted Tier 2 students.
Work with classroom teachers to monitor and track student progress.
Create lesson plans describing methods and materials for small-group instruction.
Help teachers diagnose students’ reading strengths and weaknesses and match them with appropriate techniques and materials.
Keep parents informed about the purpose and progress of the reading program through progress reports sent home with report cards.
Attend parent conferences and, when needed, IEP or 504 meetings with classroom teachers to discuss reading progress.
Consult with curriculum committees on topics such as textbook selection, vocabulary and concept development, supplementary materials, and study skills.
Support general education and content-area teachers in strengthening Tier 1 and Tier 2 literacy instruction.
Model effective literacy practices and provide collaborative planning, co-teaching, observation, and feedback through instructional coaching.
Perform other tasks and assume other responsibilities assigned by the principal or director.