Coach on Special Assignment for Literacy

Coach on Special Assignment for Literacy JobID: 525 Position Type: Student Support Services/ Coach on Special Assignment Date Posted: 6/8/2026 Location: Hamtramck Public Schools Reports to Executive Director of Student Achievement Job Summary The Coach on Special Assignment (COSA) will support local (district) K-5 classroom teachers in developing and implementing research-based instructional practices in early literacy through on‑going collaborative study and coaching in addition to providing regional literacy leadership facilitated through WRESA. Education Qualifications Possession of a valid Michigan teaching certificate. Bachelor's degree, advanced coursework in literacy, or related field. Master's Degree in literacy or Reading Specialist certification, Reading Recovery Training, or equivalent training focused on research-based practices in early literacy (preferred). Five or more years successful teaching experience. Experience facilitating grade/team level professional learning. Experience in mentoring and/or coaching teachers. Must have completed or be making progress toward LETRS training. Minimum Qualifications Ability to work well with people and maintain productive and positive interpersonal skills. Knowledge of current state literacy standards and MAISA GELN Essential Instructional Practices in Literacy. In-depth knowledge of reading and writing processes and acquisition as evidenced in daily practice. Knowledge of high‑quality literacy instruction, including expertise in delivering explicit and systematic instruction to build foundational literacy and deep comprehension. Knowledge and appropriate use of research-informed instructional practices to help all students develop literacy knowledge, skills, and abilities including concepts of print, phonemic awareness, letter‑sound recognition, word reading, comprehension, vocabulary, fluency, writing, critical thinking, and motivation. Recognition of a variety of assessment purposes and experience utilizing formative, screening, and diagnostic tools to inform instruction. Ability to use observational data and formative assessment processes to guide professional learning and coaching. Proficiency in technology‑based instructional and organizational tools. Willingness to invest in one's own learning through professional reading, active participation in professional learning workshops, and attendance at local, state, and national professional conferences for professional growth. Ability to provide and receive feedback to adjust practice. Major Duties and Responsibilities Develop and maintain strong relationships with teaching staff by creating a professional and collaborative environment that includes mutual respect, teamwork, and accountability. Attend statewide and countywide coach training and networking sessions. Coach side‑by‑side with K‑3 classroom teachers to support implementation of best practices in early literacy employing a core set of coaching activities, including: Observing to provide low‑inference feedback. Co‑planning, goal‑setting, and having reflective conversations. Co‑teaching lessons with teachers. Modeling specific instructional moves. Spend the majority of time working directly with K‑3 teachers, individually or in small groups, to align their beliefs with research‑informed instructional practices and enhance their: Classroom literacy environment. Use of research‑informed literacy strategies. Implementation of new literacy programs and strategies. Use of practices aligned with state standards. Provide job‑embedded feedback for teachers as they reflect on, set goals for, practice and refine skills learned through the Essential Instructional Practices in Literacy. Analyze formative assessment and diagnostic data to create instructional plans. Plan and set coherent, aligned goals for teachers' development based on data related to student learning. Support teachers to collect and analyze data to inform instructional decisions. Lead, organize, and/or facilitate professional learning communities and district‑wide literacy committee. Facilitate small and large group meetings to build capacity and extend literacy learning with K‑3 classroom teachers. Meet regularly with the district literacy leadership team and/or district coaching network and serve as an active member of the WRESA Coaching Network. Engage in continuous professional learning on research‑supported coaching and instructional practices. Employ facilitation skills to create trust among colleagues, develop collective wisdom, and build ownership and action that supports student learning. Engage in ongoing instruction‑specific and reflective dialogue with colleagues based on observations of instruction, student work, and assessment data and make connections to research‑based effective literacy practices designed to improve student learning. Assist building administrators in identifying strengths and needs in support of an early literacy continuum. Consistently document coaching cycles and record coaching activities using the provided COSA tools and templates to effectively communicate the positive outcomes of coaching. Communicate progress with district‑assigned COSA Coordinator and building leadership. Required Professional Learning COSAs will be required to participate in regional (WRESA) professional development per the agreed upon Commitments drafted by WRESA and signed by the hiring district, including, but not limited to, the following: MAISA Advanced Coaching Institute. Quarterly ISD Early Literacy Coaching Network Meetings. WRESA Coaching Network sessions. Regionalized literacy learning opportunities in collaboration with WRESA Department of Literacy (i.e., Instructional Rounds). Typical Work Environment The majority of a COSA's time will be spent in the district. Work may be performed in schools, classrooms, and meeting settings. The Coach on Special Assignment (COSA) will remain an employee of his or her district. Other This description is intended to describe the essential job functions, the general supplemental functions, and the essential requirements for the performance of this job. It is not an exhaustive list of all duties, responsibilities and requirements of a person so classified. Other functions may be assigned, and management retains the right to add or change the duties at any time. © 2026 Hamtramck Public Schools. Disability accommodations and childcare may be required at the district's discretion. #J-18808-Ljbffr Hamtramck Public Schools