Supervisor of Instruction (Literacy)

Job Description

Job Description

Description:Position Overview

At Gestalt Community Schools (GCS), the Supervisor of Instruction - Literacy is a critical instructional leadership role responsible for strengthening literacy outcomes across grades K-12. This leader partners with the Chief Academic Officer, Directors of Teaching and Learning, principals, deans, coaches, and teachers to ensure rigorous, standards-aligned literacy instruction in every classroom. The Supervisor of Instruction - Literacy leads curriculum implementation, builds leader and teacher capacity, monitors instructional quality, and uses achievement data to identify priorities, close learning gaps, and improve scholar outcomes across the network.

This role requires a leader who can move fluidly between strategy and execution: setting a clear network vision for literacy, coaching instructional leaders, supporting school teams, analyzing data, facilitating professional learning, and ensuring that curriculum, assessment, and instructional practices are implemented with consistency and excellence.

Essential ResponsibilitiesInstructional Leadership and Literacy Strategy

· Develop, communicate, and support implementation of a K-12 literacy vision aligned to GCS academic priorities, Tennessee Academic Standards, and college- and career-readiness expectations.

· Lead the development, refinement, and implementation of K-12 literacy curriculum maps, pacing guidance, planning tools, assessments, and instructional resources.

· Define the roadmap for rigorous literacy instruction across foundational skills, comprehension, writing, vocabulary, language, disciplinary literacy, and secondary readiness.

· Model strong instructional practices and support leaders and teachers in translating standards, curriculum, and assessment expectations into daily classroom instruction.

· Research, evaluate, and recommend curriculum materials, intervention resources, and instructional practices that strengthen literacy achievement across grade bands.

Leader and Teacher Development

· Design and facilitate professional development for school leaders, deans, coaches, and teachers focused on high-impact literacy practices and instructional leadership.

· Support principals, deans, and instructional coaches in observing instruction, identifying trends, providing actionable feedback, and following up on implementation.

· Facilitate PLCs, leader learning walks, coaching cycles, and calibration sessions that strengthen shared expectations for rigorous instruction.

· Build the capacity of deans and instructional coaches to lead curriculum implementation, data meetings, lesson internalization, feedback cycles, and teacher development.

· Maintain a growth mindset while modeling reflective practice, clear communication, and continuous improvement for leaders and teachers.

Data-Driven Instruction and Academic Monitoring

· Establish and maintain systems for monitoring K-12 literacy progress, including early literacy indicators, benchmark data, interim assessments, curriculum-based measures, state assessment data, and college-readiness data as applicable.

· Analyze student achievement data to identify network, school, grade-level, classroom, and subgroup trends; recommend action steps that accelerate growth and close learning gaps.

· Partner with school leaders to plan data meetings, reteach cycles, intervention adjustments, and progress-monitoring routines.

· Monitor the effectiveness of academic programs and interventions, using evidence of student learning and implementation quality to make recommendations.

· Prepare clear data summaries, implementation updates, and progress reports for network and school leadership.

Program Implementation and Quality Assurance

· Monitor the implementation and effectiveness of network curriculum materials, assessments, interventions, and literacy initiatives across K-12 campuses.

· Conduct school visits, classroom observations, curriculum implementation checks, and leader/teacher coaching touchpoints to assess progress toward network goals.

· Evaluate existing literacy practices and recommend revisions, improvements, or eliminations to strengthen coherence and impact.

· Support schools in aligning literacy priorities to school improvement plans, investment plans, staffing plans, resource needs, and budget recommendations.

· Oversee or support literacy-related assessment systems, including portfolio or evidence-based assessment processes where applicable.

Culture, Communication, and Collaboration

· Collaborate with the Chief Academic Officer, Director of Teaching and Learning, principals, and school leadership teams to align literacy priorities with broader academic, cultural, and operational goals.

· Build strong relationships with leaders and teachers through consistent presence, clear expectations, responsive support, and solution-oriented communication.

· Create tools, updates, or communications that highlight literacy priorities, implementation progress, bright spots, and next steps across the network.

· Promote an inclusive, respectful, student-centered culture of collaboration and shared accountability for scholar achievement.

· Represent GCS academic priorities with professionalism in network meetings, school-based meetings, professional learning sessions, and external partnerships.

Requirements:QualificationsRequired

· Master's degree in education, literacy, curriculum and instruction, educational leadership, or a related field.

· Minimum of five years of successful teaching experience, with evidence of strong student achievement results.

· Minimum of three years of instructional leadership experience, such as instructional coach, dean of instruction, assistant principal, principal, curriculum leader, or comparable role.

· Strong knowledge of K-12 literacy instruction, standards-based planning, curriculum implementation, assessment, intervention, and data-driven instruction.

· Demonstrated ability to coach adults, facilitate professional learning, lead collaborative teams, and improve instructional practice through feedback and follow-up.

· Strong organizational, communication, analytical, and project-management skills.

· Proficiency with digital collaboration and instructional tools, including Microsoft Office and learning/data platforms used by schools.

Preferred

· Valid Tennessee instructional leader license, or ability to obtain leadership licensure within three years of hire.

· Reading specialist, literacy, ESL, special education, or other relevant certification or endorsement.

· Experience supporting literacy instruction across multiple grade bands, including elementary foundational literacy and secondary disciplinary literacy.

· Experience leading networkwide or districtwide instructional initiatives, curriculum adoption, assessment systems, or intervention frameworks.

· Knowledge of ACT college-readiness expectations, Tennessee state assessment expectations, and evidence-based literacy practices.

Working Conditions and Expectations

· This is a network-facing leadership role that requires regular school visits, classroom observations, leader meetings, professional learning facilitation, and collaboration with central office and school-based teams.

· The Supervisor of Instruction - Literacy is expected to maintain confidentiality, professionalism, and high expectations for self and others while advancing the mission and academic goals of Gestalt Community Schools.

Equal Opportunity Statement

Gestalt Community Schools is an equal opportunity employer. GCS is committed to building a diverse team and an inclusive environment where all employees and scholars are valued, supported, and empowered to succeed.