Foundational Literacy Coach- PreK-3

Foundational Literacy Coach- PreK-3 Phoenix Elementary School District #1 DISTRICT WIDE - Phoenix, Arizona. Open in Google Maps. Job Details Job ID: 5707866 Application Deadline: Posted until filled Posted: May 12, 2026 6:00 AM (UTC) Starting Date: Jul 20, 2026 Placement Range= $50,535.00 to $69,962.00 per SY. Learn more about our generous benefit plans to support a healthy work/life balance at: Job Description

POSITION SUMMARY

The Foundational Literacy Coach (PreK-3) is responsible for assisting teachers in the implementation and effective delivery of scientifically based reading instruction. This position will provide ongoing professional development, coaching support, and facilitation of data- and evidence-driven collaboration among school leaders, interventionists, and classroom teachers. They are required to use data from both formal and informal assessments to identify and support the literacy needs at assigned schools and build educator capacity to provide effective literacy instruction.

ESSENTIAL DUTIES AND RESPONSIBILITIES

Responsibilities of the PreK-3 Foundational Literacy Coach include supporting PreK-3 classroom teachers, Exceptional Student Services (ESS) teachers, and K-3 Reading Interventionists in reflective practice to improve reading instruction and student achievement in the following ways: Instructional Support Support teachers in their implementation of new skills through instructional or facilitative coaching strategies including planning, modeling, and co‑teaching. Observe new and experienced teachers in the classroom during the reading instructional tiers to provide specific one‑on‑one feedback regarding best practices to individual teachers during the coaching conferencing process. Assist in planning and implementation of a 120‑minute literacy block (90‑minute core with a 30‑minute intervention period) using the district‑adopted curricular resources with an emphasis on phonemic awareness, phonics, comprehension, vocabulary, fluency, in addition to oral and written language. Professional Development Design and conduct professional learning opportunities related to implementation and effective delivery of scientifically based reading instruction to meet the varied needs of classroom teachers and interventionists. Provide science of reading‑aligned resources, tools, and research for enhancing instructional practices. Support teachers to deepen their understanding of content knowledge, evidence‑based reading strategies, and how to use a variety of assessments to monitor student achievement. Participate in professional development sponsored by the Arizona Department of Education, district, and outside consultants. Collaborative Team Support Provide information in a variety of settings (e.g., whole group staff development, grade level/dept meetings, one‑on‑one). Meet regularly with principals, reading interventionists, and teachers to review data and make recommendations for adjustments in instructional practices. Meeting with the school administration and leadership team on a regular basis to examine school data and assist in school‑wide planning (including professional development). Provide opportunities for teachers to work collaboratively to plan reading lessons and interventions.

MINIMUM EDUCATION AND/OR EXPERIENCE

Master’s Degree in Education or related field with 3 years documented successful experience teaching reading – OR Bachelor’s Degree in Education or related field with 5 years documented successful experience teaching reading with a minimum of 3 years of literacy experience at the State, District/Charter, or School Level. Valid Arizona Teaching Certificate and K-5 Literacy or Reading Endorsement required.

PREFERRED EDUCATION AND/OR EXPERIENCE

Successful experience facilitating adult learning and delivering professional development specific to literacy instruction (e.g., professional development feedback/surveys, letters from participants, etc.). Experience mentoring, coaching, and providing feedback about instruction to classroom teachers. Experience leading others in a collaborative process. Experience analyzing and using student achievement data for instructional purposes. Ability to travel daily.

KNOWLEDGE, SKILLS, AND ABILITIES

Knowledge Knowledge of evidence-based research in the areas of reading, writing, listening, and speaking, and language. Knowledge of the essential and evidence-based practices of reading and literacy instruction. Knowledge of the science of reading and structured literacy. Knowledge of the Move On When Reading legislation. Knowledge of Arizona's English Language Arts (ELA) Standards and Language and Literacy (ECE) Standards. Knowledge of literacy assessment systems, and practices. Knowledge of instructional coaching approaches and effective strategies in working with adult learners (andragogy). Knowledge of the systematic, explicit instructional process. Knowledge of scientific reading research and its application to effective classroom instruction, structure, and practices, as well as intervention. Knowledge of multi-tiered system of supports model, and data analysis and application. Skills Systematic, explicit, instructional delivery. Experience providing professional development and technical assistance directly to school and district/charter staff. Ability to effectively prioritize, schedule, manage and organize multiple daily tasks to achieve goals. Ability to administer and interpret reading assessments and use data to determine professional development needs, and recommend changes to improve school-wide and/or classroom instructional practices. Ability to rapidly acquire and apply new skills and information. Ability to provide effective instructional feedback. Ability to identify problems and develop appropriate solutions. Use effective written and oral communication skills, including the ability to engage in difficult and candid conversations with a variety of stakeholders. Maintain a high level of ethical behavior and confidentiality. Recognize and celebrate the accomplishments of all teachers. Maintain an organized system for documenting coaching services. Demonstrated leadership/managerial skills. Demonstrated team‑building skills. Demonstrated collaboration and facilitation skills. Proficient in MS Word, MS Excel, Outlook, PowerPoint, and other tools. Abilities Motivating others to achieve. High degree of professionalism to ensure and protect the confidentiality of educators and students. Strong work ethic, self‑directed and reliable, and the ability to work both independently and collaboratively. High‑quality interpersonal skills and the ability to relate to and interact with adults exhibiting a range of abilities and dispositions. Maintain confidentiality to build trustful and respectful relationships. Persistent despite obstacles. Ability to orchestrate change. Valuing lifelong learning. Belief that a coach can make a difference, despite the nature of the challenges. Desire to grow professionally.

CORE COMPETENCIES

Cultural Engagement Developing Others Initiative and Persistence Serving Others

PHYSICAL DEMANDS & WORK ENVIRONMENT

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions. While performing the duties of this job, the employee is frequently required to stand and talk or hear and sometimes walk and sit. The employee must use hands, arms and fingers to input data, handle, feel or reach; employee may occasionally push or lift up to 50 lbs. such as boxes, supplies, etc. Specific vision abilities required by this job include close vision such as to read handwritten or typed material, and the ability to adjust focus, close vision, distance vision, color vision, peripheral vision and depth perception. The noise level in the work environment is moderate to loud and can vary in temperature. The nature of this position is fast‑paced and may occasionally be thought of as stressful. Through interaction with the public and other district employees, the employee may encounter different scents.

NOTICES

The statements in this job description describe the essential function and requirements as assigned to this job and are not an exhaustive list of all responsibilities, duties, and skills that may be required. Job descriptions are subject to change. Employees must be able to pass a pre‑employment drug test and extensive fingerprint and background check. Discrimination against an otherwise qualified individual with a disability or any individual by reason of race, color, religion, sex, sexual orientation, gender identity gender expression, age, or national origin is prohibited. Efforts will be made in recruitment and employment to ensure equal opportunity in employment for all qualified persons. PESD1 is committed to providing access and reasonable accommodation in its services, programs, activities, education, and employment for individuals with disabilities. To request disability accommodation in the application process, contact Lauren Pagnotta, HR Coordinator, at View phone number on click.appcast.io at least 3 days in advance. *This is a grant‑funded position. Funds are contingent upon continued yearly grant approval. Contact Information

HUMAN RESOURCES- DISTRICT OFFICE

Phone: View phone number on click.appcast.io Email: View email address on click.appcast.io #J-18808-Ljbffr Young World Physical Education