Literacy Coach

SUMMARY Under the direct supervision of the Assistant Superintendent of Instructional Services, the Literacy Coach partners with Eaton RESA and its constituent local education agencies (LEAs) to strengthen literacy instruction and improve student outcomes through sustained, job-embedded coaching and implementation support. The Literacy Coach works collaboratively with district leaders, principals, instructional coaches, and educators to build instructional capacity and support the implementation of evidence-based literacy practices aligned with Michigan's Literacy Essentials, the Science of Reading, and applicable state literacy initiatives. The Literacy Coach facilitates coaching cycles that include classroom observation, instructional modeling, co‑planning, reflective conversations, and data‑informed decision‑making. The position supports educators and leadership teams in implementing high‑quality literacy instruction, strengthening a culture for coaching, and fostering continuous improvement across school systems. The Literacy Coach participates in state and regional professional learning networks to remain current on literacy research, implementation science, instructional coaching, and state initiatives while serving as a trusted literacy resource for local districts. PRINCIPAL DUTIES AND RESPONSIBILITIES Serve as the primary literacy coach for assigned districts by providing sustained, job-embedded coaching that strengthens educator practice and district implementation of evidence-based literacy instruction. Facilitate coaching cycles through classroom observations, instructional modeling, co‑teaching, co‑planning, feedback conversations, and reflective practice. Build collaborative partnerships with teachers, principals, instructional leaders, and district leadership teams to improve literacy instruction and student outcomes. Support districts in implementing Michigan's Literacy Essentials and evidence-based literacy practices aligned with the Science of Reading. Maintain knowledge of evidence-based literacy practices and current Michigan literacy standards that support learners from early childhood through secondary education. Demonstrate assessment literacy by supporting educators in using formative, screening, diagnostic, and progress‑monitoring assessments to inform instructional decisions and intervention planning. Promote effective use of student data to identify instructional priorities, evaluate implementation, and guide continuous improvement efforts. Support the implementation of Multi‑Tiered Systems of Support (MTSS) through evidence-based core instruction, targeted interventions, and progress monitoring. Understand assessment protocols, including WIDA, and support educators in implementing culturally responsive literacy practices that meet the needs of multilingual learners. Promote equitable literacy instruction through differentiated instructional practices that address the diverse needs of all learners. Support district leadership teams in developing local literacy systems that build sustainable instructional capacity beyond individual coaching engagements. Facilitate professional learning that is responsive to district needs and complements ongoing coaching cycles. Collaborate with Eaton RESA colleagues to integrate literacy support within broader school improvement, curriculum, assessment, and MTSS initiatives. Utilize technology to enhance coaching, collaboration, professional learning, and literacy outcomes. Participate in state-sponsored literacy coaching professional learning, regional networks, and professional organizations to maintain current knowledge of literacy research, coaching practices, implementation science, and state initiatives. Remain knowledgeable regarding current legislation, state literacy initiatives, and evidence-based instructional practices affecting literacy instruction. Maintain documentation and evidence of coaching activities consistent with Eaton RESA expectations and applicable state coaching requirements. Perform other duties as assigned. QUALIFICATIONS CERTIFICATES, LICENSES, REGISTRATIONS (If applicable): Required State of Michigan Elementary Teaching Certification Desired Reading Specialist Certification Literacy Coach endorsement or related coaching credentials Training in the Sheltered Instruction Observation Protocol (SIOP) EDUCATION, TRAINING & EXPERIENCE: Required Master's degree in Literacy, Reading, Curriculum & Instruction, Educational Leadership, or closely related field. Advanced coursework or professional learning in evidence-based literacy instruction and the Science of Reading. Minimum five (5) years of successful experience supporting literacy instruction in PreK‑12 educational settings, with demonstrated expertise in evidence-based literacy practices. Minimum two (2) years of successful instructional coaching or facilitating adult professional learning. KNOWLEDGE, SKILLS & ABILITIES Demonstrates deep understanding of Michigan's Literacy Essentials and evidence-based literacy instruction. Demonstrates comprehensive knowledge of the Science of Reading and current literacy research. Possesses expertise in instructional coaching, adult learning, and effective facilitation practices. Builds trusting, collaborative, and non‑evaluative coaching relationships with educators and leaders. Uses coaching strategies that promote reflection, continuous improvement, and professional growth. Demonstrates strong assessment literacy and the ability to analyze multiple sources of student and implementation data. Supports educators in selecting and implementing differentiated instruction and evidence-based interventions. Understands implementation science and principles of organizational change that strengthen district capacity. Demonstrates strong organizational, project management, and time‑management skills. Prioritizes multiple responsibilities while meeting deadlines and adapting to changing district needs. Communicates effectively through written, verbal, and presentation formats with diverse audiences. Collaborates effectively with internal and external partners to achieve shared goals. Demonstrates cultural responsiveness and a commitment to equitable educational outcomes for all learners. Proficient in the use of technology to support coaching, collaboration, communication, and data analysis. Maintains confidentiality while exercising sound professional judgment. PHYSICAL EFFORT & WORKING CONDITIONS: Sitting – possibility of long periods of time Standing/Walking/Bending/Stooping – some Lifting – involves minor lifting SPECIAL CONSIDERATIONS Position requires frequent travel to constituent districts and educational settings throughout the Eaton RESA service area. Position will require work in the evenings or summer months. Position requires the employee to provide reliable transportation for work‑related travel. Position requires regular and predictable attendance. Position requires the ability to establish collaborative partnerships with educators while maintaining a non‑evaluative coaching stance. Revised 7.22.2026 Eaton RESA does not discriminate on the basis of race, color, national origin, sex (including sexual orientation and transgender identity), disability, age, religion, height, weight, marital or family status, military status, genetic information, or any other legally protected category (collectively “Protected Classes”), in its programs and activities, including employment opportunities. In addition, arrangements can be made to ensure that the lack of English language proficiency is not a barrier to admission or participation. Civil Rights Coordinators are located at 1790 E. Packard Hwy, Charlotte, Michigan to handle inquiries regarding the nondiscrimination policies and grievance procedures. Telephone View phone number on click.appcast.io. #J-18808-Ljbffr Sylvania