Title I - Secondary Instructional Literacy Coach

Title I - Secondary Instructional Literacy Coach Job ID: 1426 Location: Educational Services Division Complex Position Type: Professional / Instructional Coach – Literacy – Secondary Posting Date: 6/13/2026 Reports to: Director – Elementary Language Arts Pay Grade: AP 3 – 197 Days Wage/Hour Status: Exempt Primary Purpose Supports student reading and writing achievement through targeted intervention and small‑group instruction, facilitates the design and delivery of effective literacy instruction, and strengthens teaching practices through coaching and professional development. Qualifications Valid ELA and ESL teacher certification. Completion of Reading Academy preferred. Special Knowledge and Skills Ability to work collaboratively with principals, teachers, and students to support instructional improvement. Ability to build positive relationships and conduct effective literacy conferences. Ability to analyze and utilize formal and informal data to inform instruction, intervention, and progress monitoring. Ability to support and coach teachers in implementing district curriculum, evidence‑based instructional practices, and effective literacy strategies. Knowledge of the English Language Arts TEKS, literacy best practices, and STAAR/EOC assessment procedures and scoring rubrics. Preferred Experience Minimum of three years teaching experience. Experience in implementing the district’s language arts curriculum, instructional coaching, and professional learning. Major Responsibilities and Duties Provide intensive literacy instruction to individual students and in small groups of at‑risk students to support improved reading and writing achievement. Support the implementation of district and campus instructional initiatives that strengthen student achievement and address identified academic needs. Plan, facilitate, and support professional learning opportunities aligned to evidence‑based literacy practices, district priorities, and campus improvement goals. Model effective literacy instruction, intervention strategies, and instructional practices that support student engagement and academic growth across content areas. Collaborate with teachers, instructional staff, and administrators to strengthen instructional practices through coaching, planning, and job‑embedded support. Engage in ongoing professional learning to maintain current knowledge of research‑based literacy instruction, intervention practices, and strategies that support diverse learners, including Emergent Bilingual students. Analyze state, district, campus, and classroom student achievement data to identify instructional priorities, monitor student progress, and support data‑informed decision‑making that improves student outcomes. Support the implementation, monitoring, and evaluation of Multi‑Tiered Systems of Support (MTSS), intervention programs, and other instructional frameworks designed to improve literacy achievement. Maintain records, documentation, and evidence required to support instructional programs, professional development activities, and Title I program implementation and compliance requirements. Perform other duties as assigned. Working Conditions Tools: Personal computer and peripherals; standard instructional equipment. Physical demands: Prolonged standing, frequent kneeling/squatting, bending, towing, and twisting; moderate lifting up to 30 pounds; frequent walking. Environment: Work inside and may work outside; regular exposure to noise. Mental demands: Maintain emotional control under stress; work prolonged or irregular hours; travel district‑wide and statewide; occasional prolonged and irregular hours. This position is funded by Title I, Part A (100 %) for the 2026‑2027 school year, and is reviewed annually based on available funding. #J-18808-Ljbffr Carrollton Farmers Branch Independent School District