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Literacy Program Coordinator Jobs in Texas (NOW HIRING)

Tamus

Program Coordinator II (Loans)

Prairie View, TX · On-site

Coordinates/Collaborates with the outreach staff on research and analysis activities and reports regarding loan programs, indebtedness, default aversion, financial literacy initiatives delinquency ...

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Literacy Program Coordinator information

How does a literacy program coordinator typically collaborate with teachers and community partners to achieve program goals?

As a Literacy Program Coordinator, collaboration is central to your role. You'll regularly meet with teachers to assess student needs, share resources, and develop targeted literacy interventions. In addition, you'll partner with local organizations, libraries, and volunteers to organize workshops, family literacy nights, and outreach events. This teamwork ensures programs are responsive, culturally relevant, and able to reach a broader audience, ultimately enhancing learning outcomes and community engagement.

What are the key skills and qualifications needed to thrive as a literacy program coordinator?

To thrive as a Literacy Program Coordinator, you need expertise in curriculum development, instructional strategies, and program management, often backed by a degree in education or a related field. Familiarity with educational assessment tools, data tracking software, and literacy intervention programs is typically required. Strong leadership, communication, and organizational skills enable effective collaboration with staff, volunteers, and community partners. These skills ensure successful program delivery, measurable literacy improvement, and positive community impact.

What does a literacy program coordinator do?

A Literacy Program Coordinator is responsible for planning, implementing, and overseeing literacy programs aimed at improving reading and writing skills within a community or organization. They manage program logistics, develop curriculum, train volunteers or staff, and assess program effectiveness. Additionally, they often collaborate with schools, libraries, and community groups to promote literacy initiatives and secure funding. Their work is essential in supporting both children and adults to achieve higher literacy levels.

What are popular job titles related to Literacy Program Coordinator jobs in Texas?

For Literacy Program Coordinator jobs in Texas, the most frequently searched job titles are:

What job categories do people searching Literacy Program Coordinator jobs in Texas look for?

The top searched job categories for Literacy Program Coordinator jobs in Texas are:

What cities in Texas are hiring for Literacy Program Coordinator jobs?

Cities in Texas with the most Literacy Program Coordinator job openings:

Literacy Program Coordinator jobs near you
Infographic showing various Literacy Program Coordinator job openings in Texas as of August 2026, with employment types broken down into 1% As Needed, 82% Full Time, 14% Part Time, 1% Temporary, and 2% Contract. Highlights an 96% Physical, 1% Hybrid, and 3% Remote job distribution.

Coordinator IV- Elementary Literacy - Regular Program

Fort Worth Independent School District

Fort Worth, TX • On-site

$89K - $107K/yr

Full-time

Re-posted 25 days ago

Fort Worth Independent School District rating

5.4

Company rating: 5.4 out of 10

Based on 20 frontline employees who took The Breakroom Quiz

527th of 631 rated elementary and secondary schools

Job description

Position Type:
Leading District Professional/Coordinator - District Professional
Date Posted:
5/22/2026
Location:
Teaching & Learning Center
Closing Date:
Open Until Filled
Coordinator IV Elementary Literacy - Regular Program
Reports to: Director - Literacy
PC#: 24258
Pay Grade: 306
Duty Days: 2226
Salary Range: $89,548 - $107,890
FLSA Status: Exempt
Position Purpose
Coordinates literacy curriculum, instruction, assessment, and professional learning in alignment with the district's pillars, instructional framework, and commitment to academic excellence. This role supports campuses, teachers, principals, and district staff in implementing a rigorous, standards-aligned literacy program across elementary school grade levels, ensuring the use of high-quality instructional materials (HQIM), strong lesson design, and evidence-based instructional practices. This role designs and writes curriculum and provides direct instructional support for core academic programs.
ESSENTIAL JOB FUNCTIONS
  • Designs and adapts instructional planning calendars anchored in high-quality instructional materials (HQIM), and writes lessons for core programs, ensuring alignment to the FWISD Instructional Framework, and effective teacher internalization and delivery.
  • Identifies, evaluates, and supports the adoption and integration of effective instructional resources into the curriculum.
  • Contributes to the development of districtwide professional learning plans based on data trends and district initiatives.
  • Builds the capacity of campus administrators and classroom teachers in collaboration with School Leadership to implement HQIM with fidelity, strong lesson delivery, and effective teacher internalization.
  • Coordinates and delivers instructional support, assessment, and professional learning for all stakeholders.
  • Designs, delivers, and supports professional learning aligned to instructional priorities and identified needs.
  • Participates in train-the-trainer structures and delivers campus- and district-based professional learning to support high-quality literacy instruction.
  • Provides on-campus professional development in collaboration with School Leadership when needed, aligned with district priorities.
  • Supports campus leaders and teachers in planning, internalizing, and delivering standards-based lessons aligned to HQIM and the FWISD Instructional Framework.
  • Collaborates with teachers on planning, internalization, and delivery of standards-aligned lessons, including daily demonstrations of student learning aligned to HQIM.
  • Collaborates with other Content Coordinators across the Curriculum and Instruction division.
  • Demonstrates a growth mindset and builds strong, productive relationships with teachers and campus leaders.
  • Ensures accurate and timely records to document campus support.
  • Attends department meetings, trainings, and professional learning as assigned.
  • Demonstrates flexibility in scheduling and availability, including extended or adjusted work hours during peak delivery periods, large-scale distributions, inventory cycles, and urgent campus needs, to ensure timely, accurate, and responsive service.

Safety
  • Performs preventive maintenance on tools and equipment and ensures equipment is in safe operating condition.
  • Follows established safety procedures and techniques to perform job duties including lifting and climbing; operates tools and equipment according to established safety procedures.
  • Corrects unsafe conditions in work area and promptly reports any conditions that are not immediately correctable to supervisor.

Supervisory Responsibilities
  • None

Personal Work Relationships
  • All Fort Worth ISD employees must maintain a commitment to the District's mission, vision, and strategic goals.
  • Exhibits high professionalism, standards of conduct and work ethic.
  • Demonstrates high quality customer service; builds rapport/relationship with the consumer.
  • Demonstrates cultural competence in interactions with others; is respectful of co-workers; communicates and acts as a team player; promotes teamwork; responds and acts appropriately in confrontational situations.

Other Duties as Assigned
  • Performs all job-related duties as assigned and in accordance with Board rules, policies and regulations. All employees are expected to comply with lawful directives in rare situations driven by need where a team effort is required.

Knowledge, Skills & Abilities
  • Deep knowledge of high-quality instructional materials (HQIM) and their implementation within a coherent, standards-aligned instructional system.
  • Strong knowledge of lesson design aligned to the FWISD Instructional Framework, including planning for acceleration, scaffolded supports, multiple response strategies, and daily demonstrations of learning.
  • Knowledge of effective instructional practices, pedagogy, and differentiation to ensure rigorous, student-centered learning environments that meet the needs of all learners. Knowledge of content-specific concepts, progressions, and structures within the assigned subject area.
  • Knowledge of assessment design, data systems, and data analysis to inform instruction, monitor student progress, and drive reteach and acceleration.
  • Knowledge of federal, state, and local policies related to curriculum, instruction, and services for diverse learners.
  • Knowledge of culturally responsive practices and the ability to support inclusive, high expectation learning environments. Communication skills, including the ability to design and adapt curriculum and instructional materials in both languages preferred.
  • Skill in designing and developing high-quality, vertically aligned curriculum, lessons, and instructional resources that drive effective teacher internalization and delivery.
  • Skill in delivering high-impact professional learning, coaching, and instructional support aligned to district priorities.
  • Skill in analyzing student performance data and translating insights into clear instructional actions.
  • Skill in clear, concise written and verbal communication with diverse stakeholders across the organization.
  • Skill in collaboration, consultation, and building the instructional capacity of teachers and campus leaders.
  • Ability to organize, prioritize, and execute multiple high-leverage workstreams with strong attention to detail and urgency.
  • Ability to support adult learning through coaching, modeling, and feedback that improves instructional practice.
  • Ability to adapt and respond to evolving instructional needs across campuses and departments.
  • Ability to use technology platforms to access data systems, develop materials, and communicate effectively.
  • Ability to maintain strong working relationships and contribute to a high-performance, results oriented culture.
  • Ability to engage in continuous self-reflection and professional growth.

Travel Requirements
  • Travels to school district buildings and professional meetings as required.

Physical & Mental Demands, Work Hazards
  • Tools/Equipment Used: Standard office equipment, including computer and peripherals.
  • Posture: Prolonged sitting and standing; occasional stooping, squatting, kneeling, bending, pushing/pulling, and twisting.
  • Motion: Frequent repetitive hand motions, including keyboarding and use of mouse; occasional reaching.
  • Lifting: Occasional light lifting and carrying (less than 15 pounds).
  • Environment: Works in an office setting; may require occasional irregular and/or prolonged hours.
  • Attendance: Regular and punctual attendance at the worksite is required for this position.
  • Mental Demands: Maintains emotional control under stress; works with frequent interruptions.

Minimum Required Qualifications
  • Education:
    • Bachelor's degree from accredited college or university in Education, content area, and/or a related field to subject being taught required;
    • Master's degree from accredited college or university in Education, content area, and/or a related field to subject being taught preferred.
  • Certification/License: Valid Texas Teaching Certification in subject and/or level of assignment.
  • Experience:
    • 3 years elementary teaching experience in Literacy with a track record of significantly increasing student achievement required.
    • Experience designing, internalizing, and/or delivering curriculum and lessons aligned to high-quality instructional materials (HQIM) and facilitating professional learning that drives strong teacher internalization and implementation required.
    • Experience with a diverse student population, especially in a large multicultural urban district preferred.
    • Experience as an instructional coach, department head, team lead, grade level-lead, lead content teacher, or teacher leader with a track record of significantly increasing student achievement preferred.

This document is intended to describe the general nature and level of work being performed by people assigned to this job and is not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.

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