Literacy Jobs (NOW HIRING)

Summary/Objective

The Literacy Specialist/Coach role is designed to significantly impact literacy outcomes across Uplift by providing expert coaching and support to general education teachers in evidence-based literacy practices. The ideal candidate possesses deep expertise in the science of reading, a compassionate approach to student support, and strong collaborative skills to work effectively with both general and special education teams.

The Literacy Specialist is responsible for guiding, leading, and assessing student growth in literacy/reading skills and coaching all K-6 teachers to support literacy education across content areas. This position is also responsible for creating and improving literacy courses across the K-6 grade bands.

The Literacy Specialist/Coach will also be responsible for helping to lead our Standards-Based learning transition and ongoing implementation.

Essential Functions

1. Instructional Coaching amp; Professional Development:

   • Provide individualized and group coaching to general education teachers on the implementation of Uplift's core literacy curriculum and evidence-based instructional strategies (e.g., phonics, phonemic awareness, fluency, vocabulary, comprehension). Coaching to be provided to K-6 Reading teachers (including IS and SpEd), individually, 1x per month and in a group setting, 3x per year.

   • Design and deliver professional development sessions and workshops for general education staff on best practices in literacy instruction, differentiation, and assessment, at least 2x per year.

   • Design and deliver professional development sessions and workshops for all staff on Dyslexia identification, screening, and accommodations, in accordance with Michigan’s Dyslexia law. Frequency dictated by Public Act 146 and 147.

     1. Begin preparation and planning for 27/28SY based on legislative mandate for PA146 and 147 for K-12 (not just K-6).

   • Model effective literacy lessons and intervention techniques in classrooms.

   • Support teachers in analyzing classroom literacy data to inform instruction and identify student needs.

   • Lead and monitor DIBELS assessments for K-6 staff and students. Including but not limited to: rostering students, providing professional development and ongoing support, and ensuring reports are uploaded to SIS.

   • Staff Development

     1. Engages in observation for numerous purposes:

        1. Observe and document specific literacy behaviors of students whose progress is of concern to the teacher.

        2. Observe how literacy instructional practices are being implemented across the school to inform future professional development efforts at the school, grade, or individual teacher level.

     2. Engages in co-planning with teachers in order to:

        1. Help build collaborative relationships as both coach and teacher are seen as important contributors to the co-planning process.

        2. Ensure that instructional planning includes delineating learner outcomes, selecting appropriate practices, determining grouping options, and developing outcome-based assessments.

     3. Assist teachers with instructional strategies to improve MSTEP and College Board reading comprehension.

     4. Ensure task completion for IRIP requirements and track IRIP data.

2. Parent Education and Support

   • Designing and conducting 1x monthly workshops or resources for parents about ways to help their children with literacy skills at home.

3. Curriculum amp; Program Support:

   • Collaborate with the Curriculum and Instruction teams to ensure effective implementation and fidelity of the K-6 literacy curriculum.

   • Develop and/or adjust literacy and reading curriculum within Accelerate, as needed to ensure proper literacy support for students.

     1. Minimum of 2 grade-levels of year-long curriculum per academic year

   • Assist in the selection, evaluation, and implementation of literacy resources and instructional materials for general education.

   • Promote a school-wide culture of literacy and continuous improvement.

   • Assist in reading curriculum revision and development.

   • Be an active leader of the Standards-Based Learning transition and long-term support.

     1. Read and review past book studies, SBL transition details, SBL timeline, and support staff teaching SBL courses

     2. Monitor Standards-Based Learning courses for fidelity, rigor, and correct standards alignment.

4. Data Analysis amp; Progress Monitoring (General Education):

   • Support general education teachers in administering universal screeners and diagnostic assessments for literacy.

   • Assist in interpreting literacy assessment data to identify students at risk and inform instructional adjustments.

   • Monitor the progress of students receiving Tier 1 and Tier 2 literacy interventions within the general education setting.

     1. Ensure progress monitoring fidelity

   • Maintain school records regarding Read by Grade Three legislation and requirements, including all IRIP needs.