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New Philadelphia City Schools is seeking a highly qualified Literacy Coach at the High School

The High School Literacy Coach supports the implementation of evidence-based literacy instruction
and intervention for students requiring Tier II and Tier III supports. The coach collaborates with
teachers, intervention specialists, administrators, and support staff to strengthen literacy outcomes
for struggling readers and writers through data-driven instruction, targeted interventions, and the
application of the Science of Reading. This position is focused on improving literacy achievement for
students with identified reading needs and does not serve as a Tier I instructional coaching role.

Essential Duties and Responsibilities

 Emphasis: English Learner Students and Teachers of EL Students
 Lead in 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.

Required Qualifications

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.

Required Specialized Literacy Credentials

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 (PreK12), 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. Passing this assessment does not result in a reading endorsement
and does not replace the Praxis 5205 requirement for educators licensed before July 1,
2017.

Preferred Qualifications

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.

Physical and Work Environment Requirements

Ability to work collaboratively across classrooms and school settings.
Ability to conduct classroom observations, model lessons, and facilitate professional
learning.
Regular use of technology for data analysis, communication, and instructional support.

Reports To: Building Principal and/or District Literacy Leadership Team
Position Type: Grant-Funded High School Literacy Coach (Tier II/III Intervention Focus)