2026-2027 SY District Literacy Coordinator

Title:

District Literacy Coordinator

Work Unit:

Office of Educational Services and Innovation

Reports To:

Deputy Superintendent of Educational Services and Innovation

Contract Length:

11 months

Pay Schedule:

Coordinator

Overtime Status:

Exempt

Hours:

40 hours per week

Union Status:

Non-Union

Licensure:

Level II or Level III NM Teaching License

All positions with Santa Fe Public Schools require a post offer/pre-employment background check. Some positions have additional requirements as established by Federal or State Rules and Regulations. This position is funded by ESEA Title I and Title II federal grant funding. Funding is dependent upon appropriation each year.

General Function

The District Literacy Coordinator will support comprehensive literacy teaching and learning systems to increase teacher knowledge and efficacy in literacy instruction. This will include supporting High Quality Instructional Materials (HQIM) implementation, Multi Layered Systems of Support (MLSS) systems, literacy coaching, professional development and participating in Professional Learning Communities (PLCs) to ensure effective alignment of purchased materials. Provide services in alignment with SFPS annual Title I and II applications and Ed Plan goals. The District Literacy Coordinator will work on-site within the district. The District Literacy Coordinator may be expected to perform literacy and professional learning related duties other than those contained in this document and may be required to have specific job related knowledge and skills.

Education/Training/Experience

Minimum requirements are subject to change from time to time to meet the needs of the District.

Minimum: Level 2, or 3A Instructional Leader. K-8 license or Secondary license. Five or more years in ELA education. Level 2 teaching license.

Preferred: Masters in Education with a focus on Literacy. Level 3 teaching license. Reading Endorsement and / or Administrator license. Specialized training in coaching. Completion of LETRS training and / or AIM Pathway training. Bilingual and/or experience working with Multilingual Learners and second language acquisition.Experience teaching adults (as adjunct professor, district administrator or professional development specialist). Mix of relevant experiences including: delivering professional development support to teachers and school site personnel; data collection and analysis; familiar with high school reform/design and working with diverse populations and needs; providing training or technical assistance; experience developing and/or advocating for effective instructional practices.

Knowledge, Skills and Abilities

Demonstrated general knowledge of curriculum and instruction. Demonstrated knowledge of various routine tasks, duties and procedures, and the ability to follow specific instructions with little or no previous experience. Ability to exercise considerable and sound judgment to instruct students and manage their behavior. Additional knowledge, skills and abilities include:

Strong oral & written communication skills; excellent interpersonal skills

Ability to facilitate discussion

Ability to develop, organize and deliver professional development

Support Principal & Teacher PLCs using data disaggregation, and data-driven discussions on improving instructional practice

Strong understanding of HQIM and literacy intervention based on the MLSS model

Knowledge of instructional materials implementation processes

Ability to plan, organize, and implement large-scale professional learning activities

Knowledge of current theory, evidence-based studies and best practices in the teaching of literacy at all levels (from elementary through secondary)

Understanding of adult learning theory and best practices for adult learning

Knowledge of MLSS framework

Ability to prioritize and organize projects throughout all levels of educational settings

(within the district and school)

Experience developing and/or advocating for effective instructional practices

Strong grounding in structured literacy

Knowledge of effective ways to support school professionals and of addressing common barriers to implementing effective literacy instruction

Ability to develop, conduct and evaluate relevant and effective district literacy implementation plans

Knowledge of summative and interim assessments in NM

Capacity to work independently, maintain multiple responsibilities, and work under deadline pressure

Ability to create and sustain a collaborative approach in the workplace, on external committees, and in the community

Management and supervision of professional staff

Ability to delegate tasks, define responsibilities, and deliver regular feedback on performance

Creative, resourceful, and forward-thinking with strong problem-solving, leadership, and analytical skills

Ability and willingness to adapt to and support an evolving work environment, periodically work an extended work day

Proficient in Google Workspace, including Docs, Sheets, and Slides; and Microsoft Office.

Essential Job Functions

All functions are performed in accordance with established policies, procedures, safety and environmental regulations, facility and computer security policies and procedures. Functions are subject to change from time to time to meet the needs of the organization. Current essential functions include the following and are not all inclusive. The District Literacy Coordinator may be expected to perform literacy or professional learning related duties other than those contained in this document and may be required to have specific job related knowledge and skills.

• Work with the District literacy team to ensure alignment of District literacy practices to the state literacy approach by conducting a District Literacy Needs Assessment to identify the highest needs schools, address student needs and outline how evidence-based practices and professional development will be implemented.
• Ensure implementation of District literacy practices in all schools.
• Coordinate the Districtwide ELA High-Quality Instructional Materials (HQIM) successful implementation through comprehensive professional learning, coaching, and ongoing educator support to ensure effective adoption across all schools and classrooms.
• Collaborate with Instructional Materials Coordinator on ELA HQIM materials selection and adoption process.
• Supervise District Literacy Specialists (who will provide in-person coaching for general education teachers, special education teachers, and reading interventionists), as well as collaborate with the schools' instructional coaches, as determined by data review and needs assessment.
• Collaborate with Comprehensive Literacy State Development (CLSD) CLSD District Literacy Coordinator and CLSD program staff.
• Support the creation and / or refinement of the K-12 District Literacy Plan using change models.
• Oversee monitoring and continuous improvement of District literacy outcomes.
• Participate in classroom walkthroughs, observations, and provide teacher feedback.
• Participate in site-based literacy planning, including NM DASH planning, as needed and/or assigned.
• Facilitate literacy PD, including in the strategies recommended in the IES Practice Guides, and in use of assessments to plan instruction and intervention, Communities of Practice, and other NMPED required training.
• Attend all District literacy team meetings.
• Attend and support school-based Professional Learning Communities (PLCs).
• Adhere to all funding requirements, compliance, reporting and evaluation requirements at the federal and state level.
• Keep work logs as necessary for documentation of activities.
• Comply with state-approved Code of Ethics of the Education Profession and uphold and enforce rules, administrative directives and regulations, school board policies, and local, state and federal regulations.
• Articulate and facilitate the implementation of the mission and values of the Santa Fe Public Schools.
• Safeguard confidentiality of privileged information.
• Prepare and maintain accurate and complete records and reports as required by law, state directives, District policy and administrative regulations.
• Share the responsibility for the supervision and care of District inventory, proper and safe use of facilities, equipment and supplies, and report safety hazards promptly.
• Maintain professional relationships and work cooperatively with employees, the community and other professionals.
• Maintain professional competence through individual and staff training, in-service educational activities and self-selected professional growth activities.
• Attend and/or conduct staff meetings and participate on committees within the area of responsibility.
• Perform other related duties as assigned.

Salary Range

$70,000 to 80,000+ based on years/level/experience

Resources Used in Performing Job Include (but are not limited to)

A wide variety of instructional materials and resources including electronic/digital equipment. Standard office equipment including phones, copy machines, etc. Computer applications such as Google Workspace, Microsoft Office, etc.

Physical/Cognitive Requirements

Regularly required to stand; move throughout the room and/or facility; communicate verbally and electronically; use hands to finger, handle or feel objects, tools, or controls; and reach with hands and arms. Frequently required to stoop, kneel, crouch, and/or crawl. Occasionally required to sit, climb, and balance, and drive. Regularly required to lift or exert force of up to 25 pounds; frequently required to lift or exert force of up to 50 pounds; and occasionally required to lift or exert force of up to 100 pounds. Specific vision abilities required include close vision, distance vision, color vision and the ability to adjust focus. Must possess and maintain a valid driver's license and private automobile. Some evening or weekend work may be required. Travel for professional learning required.

Environmental Conditions

The noise level is usually moderate. Occasionally exposed to outdoor weather conditions. Travel to school sites required. Must have the ability to sit at a desk or computer for long periods during the day. Heavy telephone use. Typical office environment with many interruptions all day. Most work is performed indoors with some driving involved, traveling from site to site.

Personal Accountability

• Demonstrates reliability as evidenced by attendance records and punctuality.
• Properly notifies supervisor and/or designee of absences or tardiness.
• Begins and completes work within the allotted time.
• Consistently appears in attire appropriate to the work environment.
• Demonstrates skill in the use of equipment including its capabilities, limitations and appropriate/special application.
• Protects the District's resources through appropriate and careful use of supplies and equipment.
• Utilizes appropriate body mechanics to aid in the prevention of muscle strain/injury.

Santa Fe Public Schools does not discriminate on the basis of race, color, national origin, ancestry, religion, sex, sexual orientation, gender identity or expression, marital status, pregnancy, disability, age, veteran status, medical/ genetic information, or any other characteristic protected by law.