Manager, Coach, Literacy Interventions

The mission of the Office of Teaching and Learning (OTL) is to provide educators with curricular resources, academic programs, and aligned professional development to ensure rigorous and joyful learning experiences for every student. OTL team members support school‑based staff in implementing DCPS's existing academic programs while simultaneously working to rethink and redesign school programming, academic and curricular resources, and educator professional development. Divisions/Teams Content and Curriculum : Sets the vision for equity and excellence for each content area, researches, creates, and curates curricular materials, and provides aligned professional development. Supports schools and develops curriculum and programming in arts, health, physical education, library programs, STEM, global programs, advanced and enriched instruction, and curriculum and assessment innovation. Early Childhood Education : Supports schools and families in providing PreK students with comprehensive learning experiences that foster confidence and independence. Manages Early Stages programming and implements DCPS Head Start grant. Language Acquisition : Welcomes families of diverse backgrounds, identifies multilingual learners, and supports schools in developing English language acquisition and academic growth programs, including ELSAP and DC Language Access Act compliance. Professional Learning and Educational Technology : Sets a vision for professional development, creates systems, tools, and structures to increase efficacy, and leads efforts to enhance alignment and integration of educational technology. Specialized Instruction : Works to reduce the opportunity gap for students with IEPs through academic programming, related services, professional learning, family engagement, and community partnerships. Essential Duties and Responsibilities Provide differentiated, job‑embedded coaching to secondary literacy intervention teachers through co‑planning, modeling lessons, co‑teaching, classroom observations, and feedback cycles. Support teachers in implementing HQIM‑aligned literacy intervention curricula with fidelity while adapting instruction to meet diverse learner needs. Facilitate teacher learning that strengthens instructional decision‑making, use of data, and independent application of effective literacy practices. Build trusting, reflective coaching relationships that promote continuous improvement. Support literacy intervention teachers in analyzing formative, interim, and diagnostic assessment data to plan responsive instruction and monitor student progress. Collaborate with the Manager of Assessments and Intervention and external partners to align intervention instruction to district assessment systems and expectations. Support implementation of evidence‑based instructional routines and progress‑monitoring practices within literacy interventions. Plan and facilitate professional learning experiences related to HQIM literacy interventions, instructional best practices, and data‑informed instruction. Collaborate with external vendors to ensure aligned messaging, training, and implementation support for literacy intervention programs. Contribute to the refinement of district resources, tools, and guidance to strengthen secondary literacy intervention programming. Partner with OTL colleagues to ensure coherence between core ELA instruction and intervention supports. Work closely with school‑based leaders, intervention teachers, and OTL staff to support instructional coherence and shared goals. Communicate clearly and consistently with stakeholders regarding expectations, progress, and next steps. Support grant‑related implementation and reporting in collaboration with the grant manager, as applicable. Qualifications Required Qualifications: Bachelor’s degree in Education, English, Literacy, or a related field, with a minimum of four (4) years of successful experience teaching secondary literacy and/or literacy intervention. Demonstrated expertise in evidence‑based literacy instruction and intervention practices for middle and/or high school students. Strong content knowledge of secondary English Language Arts and literacy development, including alignment to the Common Core State Standards. Proven ability to analyze student data (diagnostic, formative, and summative) and translate findings into instructional and intervention action. Deep understanding of the relationship between curriculum, professional learning, and assessment in driving student outcomes. Ability to establish and maintain effective working relationships with teachers, school leaders, central office colleagues, students, and external partners. Knowledge of research‑based instructional practices, adult learning theory, and elements of high‑quality professional development. Strong facilitation and communication skills, including the ability to provide actionable feedback to educators. Flexibility and mobility to work across multiple school sites and Central Office as required. Preferred Qualifications: Experience implementing or supporting HQIM literacy intervention programs, particularly HMH Read 180 (Comprehension and CODE) and/or STARI. Prior experience as an intervention teacher, instructional coach, teacher leader, or professional learning facilitator. Experience designing and facilitating in‑person and virtual professional learning for adult audiences. Familiarity with DCPS Essential Practices, the IMPACT framework, or similar teacher evaluation and instructional accountability systems. District‑level or cross‑school experience supporting instructional coherence and implementation at scale. Protection Sensitive Position This position has been designated as Protection Sensitive. Pursuant to Section 410 of Chapter 4 of the D.C. Personnel Regulations, in addition to the general suitability screening, individuals applying for or occupying protection‑sensitive positions are subject to the following checks and tests: criminal background check; sex offender registry check; pre‑employment drug and alcohol test; traffic record check (as applicable); reasonable suspicion drug and alcohol test; and post‑accident or incident drug and alcohol test. DCPS Values STUDENTS FIRST : We recognize students as whole children and put their needs first in everything we do. COURAGE : We have the audacity to learn from our successes and failures, to try new things, and to lead the nation as a proof point of PK‑12 success. EQUITY : We work proactively to eliminate opportunity gaps by interrupting institutional bias and investing in effective strategies to ensure every student succeeds. EXCELLENCE : We work with integrity and hold ourselves accountable for exemplary outcomes, service, and interactions. TEAMWORK : We recognize that our greatest asset is our collective vision and ability to work collaboratively and authentically. JOY : We enjoy our collective work and will enthusiastically celebrate our success and each other. We are an equal opportunity employer and are committed to creating an inclusive, accessible workplace. We welcome and encourage applications from individuals with disabilities. Accommodation and/or application assistance is available upon request at all stages of the application and employment process. To request accommodation, please contact View email address on click.appcast.io. #J-18808-Ljbffr District of Columbia Public Schools