K-3 Literacy Coach- Grant-Funded Position (3-Year Term)

Upper Moreland Township School District Job Description Position: K-3 Literacy Coach- Grant-Funded Position (3-Year Term) Department: Assigned Building Reports to: Assigned Building Principal FLSA Status: Exempt Upper Moreland Education Association Schedule: Full Time, 7.5 hours/day, 10 Months Reviewed: 8/2026 This is a grant-funded position for September 2026 through June 2029. Continuation beyond June 2029 is contingent upon funding availability and District approval. Mission Statement The Upper Moreland Township School District is an educational institution working in partnership with the community to provide all students with educational opportunities to develop knowledge, skills, behaviors, and habits of mind necessary for excellence and success as critical thinkers, as caring and confident individuals, and as contributing members of society. The District reflects the shared values of a diverse community of stakeholders and focuses on student success socially, emotionally, physically, and academically. Students of the Upper Moreland Township School District will be provided with the foundation and skills necessary to excel in the exciting, complex, and interdependent world in which they live. Summary The K3 Literacy Coach provides instructional leadership, professional learning, and job-embedded coaching to strengthen consistent, evidence-based Structured Literacy practices across K3. Serving as a teacher of teachers and instructional thought partner, the coach supports educators through modeling, co‑teaching, collaborative planning, feedback, professional development, and analysis of student literacy data. The coach will possess deep knowledge of foundational reading skills and support the application of LETRS learning while strengthening alignment among core instruction, assessment, intervention, and District curriculum expectations. The position is designed to create a multiplier effect: by strengthening the instructional expertise of K3 educators, the Literacy Coach will positively influence literacy instruction and outcomes for approximately 1,000 students each year while developing sustainable practices and internal capacity that remain after the grant concludes. ESSENTIAL DUTIES AND RESPONSIBILITIES Include The Following Provide sustained, job-embedded coaching to K3 teachers through modeling, demonstration lessons, co-teaching, collaborative planning, observation, feedback, reflection, and goal setting to strengthen evidence-based literacy instruction and build teacher capacity. Support consistent implementation of Structured Literacy and the science of reading, including explicit, systematic instruction in phonological and phonemic awareness, phonics, decoding, encoding, fluency, vocabulary, oral language, and comprehension. Reinforce and support the classroom application of LETRS professional learning, translating current literacy research and evidence-based practices into effective daily instruction. Design, facilitate, and evaluate professional learning for individuals, teams, schools, and the District; lead collaborative planning, professional learning communities, and other structures that promote shared practice and continuous improvement. Support teachers in administering, analyzing, and applying universal screening, diagnostic, progress‑monitoring, classroom, and student‑work data to differentiate instruction, identify student needs, monitor progress, and inform intervention. Collaborate with classroom teachers, reading specialists, interventionists, special education staff, administrators, and instructional teams to strengthen alignment among Tier 1 instruction, assessment, differentiation, intervention, and MTSS supports. Support implementation of the District's K3 literacy vision and curriculum, promoting consistent instructional expectations and practices across classrooms and grade levels while responding to individual teacher and student needs. Collaborate with teachers and District leadership to review, evaluate, select, and implement core literacy programs, assessments, interventions, and instructional resources aligned with Structured Literacy, research, standards, and District priorities. Serve as an instructional thought partner and literacy resource for teachers and administrators, building collaborative relationships that promote professional reflection, teacher leadership, and sustainable internal capacity. Collaborate with the K12 Supervisor of English Language Arts and building administrators to establish coaching and professional learning priorities based on District goals, student data, classroom implementation, and identified staff needs. Monitor and evaluate the impact of literacy coaching and professional learning through student achievement and growth data, implementation evidence, coaching participation, and teacher feedback; use findings to continuously refine supports. Maintain appropriate documentation and support District, state, and grant‑related evaluation and reporting requirements while remaining current with research, Pennsylvania requirements, and evidence-based practices in literacy instruction and instructional coaching. Qualifications To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Required Bachelor's degree from an accredited institution. Valid Pennsylvania Reading Specialist certification. Valid Pennsylvania instructional certification. Successful teaching experience at the elementary level, with demonstrated expertise in literacy instruction. Demonstrated knowledge of Structured Literacy, evidence-based reading instruction, and the science of reading. Demonstrated knowledge of foundational literacy development, including phonemic awareness, phonics, decoding, encoding, fluency, vocabulary, oral language, and comprehension. Demonstrated experience planning and leading professional development for educators. Experience supporting adult learners through professional learning, instructional leadership, coaching, mentoring, or collaborative professional practice. Demonstrated ability to model effective classroom instruction and communicate instructional practices clearly to educators. Experience analyzing literacy assessment data and using data to inform instruction and intervention. Ability to establish trusting, collaborative, and effective working relationships with teachers, administrators, and other professional staff. Strong facilitation, communication, presentation, and interpersonal skills. Ability to provide constructive instructional feedback while developing positive professional relationships. Ability to work collaboratively while also providing leadership toward established District instructional priorities. Ability to communicate effectively orally and in writing. Knowledge and implementation of relevant instructional technology. Commitment to ongoing professional learning and remaining current with literacy research and evidence-based practices. Ability to report to work on a regular and punctual basis. Meet all professional education requirements of the school, District, and Commonwealth of Pennsylvania. Successfully complete and maintain compliance with all federal and state background and criminal record check requirements. Adhere to all local, state, federal, and school code requirements for employment. Preferred Masters degree in Reading, Literacy, Curriculum and Instruction, or a related field. LETRS training and/or experience supporting LETRS implementation. Previous experience as a Reading Specialist. Experience designing and facilitating sustained professional learning for groups of educators. Experience with universal screening, diagnostic assessment, progress monitoring, and MTSS. Experience participating in curriculum review, resource evaluation, or curriculum adoption. The position holder must be able to perform the essential job functions with or without reasonable accommodation. It is the responsibility of the employee to inform the Director of Human Resources of any and all reasonable accommodations that will be required. Upper Moreland Township School District shall not discriminate in their educational programs, activities or employment practices based on race, color, national origin, sex, sexual orientation, disability, age, religion, veteran status, ancestry, genetic information, or any other legally protected classification. This policy is in accordance with state and federal laws, including Title VI of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Sections 503 and 504 of the Rehabilitation Act of 1973, the Age Discrimination Act of 1975, the Americans with Disabilities Act of 1990, as amended, Genetic Information Nondiscrimination Act of 2008, and the Pennsylvania Human Relations Act. Information relative to special accommodation, grievance procedure, and the designated responsible of icial for compliance with Title VI, Title IX, and Section 504 may be obtained by contacting the school district. #J-18808-Ljbffr Upper Moreland Township School District