Foundational Literacy Coach - Phoenix Early Learning Center (K-3rd), 2026/2027 SY

Job Description

Job Description

Salary: $70,000

Foundational Literacy Coach - Phoenix Early Learning Center (K-3rd Grade), 26/27 SY

Must have a Reading Endorsement or K-5 Literacy Endorsement

AZACS is growing, and we invite you to apply to be part of our award-winning team

AZACS was awarded the2023/2024 National ESEA Distinguished Schools Awardfor Arizona and the2022 YASS Prizefor innovation in education and providing a transformational experience by expanding unique individualized learning programs for autism charter schools.

The Arizona Department of Education supports the hiring of Foundational Literacy Coaches for the purpose of facilitating and assisting pre-k-3 teachers to increase performance of their students early literacy skills, measured on the state reading assessment and approved literacy screener. The coaches will facilitate learning aligned to the science of reading research and provide technical assistance to teachers that will improve implementation of aligned practices into daily literacy instruction and intervention. This work includes the integration of Arizona's English Language Arts (ELA) Standards and Arizonas Early Learning Language and Literacy Standards, locally determined literacy curricula and intervention programs, and use of data collected from the administration of formal and informal assessment tools.

The Foundational Literacy Coach is responsible for assisting teachers in the implementation and effective delivery of scientifically based reading instruction with a focus on Tier 1/Core. Coaches will provide appropriate services to their assigned school for a cohesive, sustained, intensive, and classroom-focused approach that is rigorous, engaging, and relevant for students. Literacy coaches will provide a non-threatening, open, professional, and collaborative work relationship with district/charter-level school personnel, other school-based coaches, principals, and teachers. They will be required to use data to effectively identify the needs of the assigned school to prioritize, schedule, organize, and provide technical assistance that builds educator capacity to provide effective literacy instruction so that students meet age and grade-level literacy expectations by the end of 3rd grade and beyond.

Major Responsibilities:
Responsibilities of the foundational literacy coach include building the capacity of pre-k-3rd-grade classroom teachers, ESS teachers, and reading interventionists in reflective practice focused on improving reading instruction/student achievement in the following ways:
Provide information and training to teachers in a variety of settings (e.g., wholegroup staff development, grade level meetings, one-on-one)
Model and co-teach instructional strategies and techniques
Support teachers in the implementation of new skills through instructional or facilitative coaching
Observe new and experienced teachers in the classroom during the readinginstructional tiers to provide specific one-on-one feedback regarding evidence-basedpractices to individual teachers during the coaching conferencing process

Assist in planning and implementation of a 90 to 120-minute K-3 literacy block with an emphasis on phonemic awareness, phonics, comprehension, vocabulary, and fluency, in addition to oral and written language
Assist in planning and implementation of developmentally appropriate pre-k literacy practices with an emphasis on language, emergent literacy, and emergent writing
Provide professional learning opportunities related to core and interventioninstruction
Provide 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 monitorstudent achievement
Support grade-level teams in analyzing data and designing next steps for instruction
Maintain records related to coaching cycles, professional development, and datarelated to early literacy screening
Meet with the school administration and leadership team regularly to examine school data and assist in school-wide planning and implementation of meaningful literacy professional learning opportunities
Support the development of the MOWR literacy plan as a member of the schoolliteracy team
Engage in reading data conversations with teachers and assisting in goal setting,data/evidence collection and analysis, instruction, and assessment
Support teachers collaborative work to plan reading lessons, small groupdifferentiation, and interventions
Align efforts to the schools mission, vision, and literacy plan as they coincide withcurrent reading research
Stay informed of the latest reading research
Build trusting and respectful relationships
Maintain a high level of ethical behavior and confidentiality
Recognize and celebrate the accomplishments of all teachers
Continue to build knowledge and understanding of evidence-based practices in earlyliteracy and coaching
Network with other literacy coaches

Knowledge, Skill, and AbilityKnowledge:
Knowledge of evidence-based research in the areas of reading, writing, listening, and speaking, and language
Knowledge of the essential components of reading instruction
Knowledge of the science of reading and structured literacy
Knowledge of the Move on When Reading (MOWR) legislation

Knowledge of Arizona's English Language Arts (ELA) Standards and Arizona EarlyLearning Standards (AZELS)
Knowledge of literacy assessment systems, practices, and types
Knowledge of effective strategies in working with adult learners
Knowledge of evidence-based practices in literacy
Knowledge and experience in literacy instruction, literacy intervention, anddevelopment of and/or implementation of instructional literacy resources
Knowledge of reading processes, acquisition, assessment, and instruction
Knowledge of scientific reading research and its application to effective classroom instruction, structure, and practices, as well as intervention
Knowledge of the multi-tiered system of supports model, data analysis, and application

Skills:
Systematic, explicit, instructional delivery
Experience providing professional development and technical assistance directly toschool and district/charter staff
Ability to effectively prioritize, schedule, manage, and organize multiple daily tasksto achieve goals
Ability to administer and interpret reading assessments and use data to determineprofessional development needs, and recommend changes to improve school-wideand/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 engagein difficult and candid conversations with a variety of stakeholders
Demonstrated leadership/managerial skills
Demonstrated team-building skills
Demonstrated collaboration and facilitation skills

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 bothindependently and collaboratively
High-quality interpersonal skills and the ability to relate to and interact with adults exhibiting a range of abilities and dispositions

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

Licenses/ Certifications
Masters degree in education or related field with 3 years documented successfulexperience teaching reading OR bachelor's degree in education or related fieldwith 5 years documented successful experience teaching reading with a minimumof 3 years of literacy experience at the State, District/Charter, or School Level
Valid Arizona Teaching Certificate

Valid Arizona IVP Fingerprint Clearance Card

Reading Endorsement or K-5 Literacy Endorsement

Preferred and Additional Qualifications:
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 toclassroom teachers
Experience leading others in a collaborative process
Experience analyzing and using student achievement data for instructional purposes

ADA AND OTHER REQUIREMENTS:

Positions in this class require: stooping, crouching, reaching, standing, walking, fingering, grasping, feeling, talking, hearing, seeing, and repetitive motions.

Light Work:

Exerting up to 20 pounds of force occasionally, and/or up to 10 pounds of force frequently, and/or a negligible amount of force constantly to move objects.

Working Conditions:

Work is routinely performed in an indoor classroom environment.

The information contained in this job description is for compliance with the Americans with Disabilities Act (ADA) and is not an exhaustive list of the duties performed by this position. Additional duties are performed by the individuals currently holding this position and additional duties may be assigned.

Arizona Autism Charter Schools, Inc. is an Equal Employment Opportunity Employer in compliance with Title VI of the Civil Rights Act of 1964, Civil Rights Act Title VII of 1972, Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990. Arizona Autism Charter Schools, Inc. does not discriminate on the basis of race, color, religion, national origin, sex, disability or age in employment or in any of its educational programs or in the provisions of benefits and services to students