Literacy Coach

New Philadelphia City Schools is seeking a highly qualified Literacy Coach at the High School

The High School Literacy Coach supports the implementation of evidence-based literacy instruction

and intervention for students requiring Tier II and Tier III supports. The coach collaborates with

teachers, intervention specialists, administrators, and support staff to strengthen literacy outcomes

for struggling readers and writers through data-driven instruction, targeted interventions, and the

application of the Science of Reading. This position is focused on improving literacy achievement for

students with identified reading needs and does not serve as a Tier I instructional coaching role.

Essential Duties and Responsibilities

Emphasis: English Learner Students and Teachers of EL Students

Lead in the development, implementation, and revision of the EL program

Provide leadership and support for Tier II and Tier III literacy interventions aligned with the

Science of Reading.

Collaborate with administrators, intervention specialists, special education staff, and

classroom teachers to identify students requiring targeted literacy support.

Analyze screening, diagnostic, formative, and summative assessment data to determine

literacy needs and intervention priorities.

Support the design, implementation, and progress-monitoring of evidence-based reading

interventions for adolescent learners.

Coach teachers and interventionists on effective instructional practices for students with

significant literacy skill gaps.

Model and demonstrate structured literacy practices, including instruction in phonemic

awareness, phonics, fluency, vocabulary, language comprehension, and written expression.

Support the implementation of Multi-Tiered Systems of Support (MTSS) and Response to

Intervention (RTI) frameworks for literacy.

Assist staff in interpreting literacy assessment data and using data to make instructional

decisions.

Monitor student progress and collaborate with intervention teams to adjust instructional plans

based on outcomes.

Facilitate professional learning related to adolescent literacy interventions, structured literacy

practices, and evidence-based reading instruction.

Maintain records and documentation related to intervention services, student progress, and

coaching activities as required by district and grant guidelines.

Collaborate with families and community partners to support literacy development and

student success.

Stay current on research and best practices in adolescent literacy, intervention strategies,

and the Science of Reading.

Participate in district and state literacy initiatives and ensure fidelity to grant requirements

and program expectations.

Required Qualifications

Bachelor''s Degree from Accredited institution college or university

Valid Ohio teaching license

Minimum of three (3) years of successful teaching experience

Completion of all required Ohio Science of Reading professional learning modules

Demonstrated knowledge of structured literacy practices and evidence-based reading

intervention strategies

Experience analyzing student achievement data and implementing targeted interventions.

Strong communication, collaboration, organizational, and leadership skills.

Experience working with diverse learners, including students with reading deficiencies and

students receiving special education services.

Required Specialized Literacy Credentials

Candidates must have completed the required Science of Reading professional learning modules

and possess at least one of the following qualifications:

Completed LETRS Training, Volumes 1 and 2.

Completed Associate Level Orton-Gillingham Training.

Hold a valid Ohio Reading Endorsement (PreK12), Endorsement #059902 appearing on

the educator''s teaching license or certificate. No other endorsement fulfills this requirement.

Hold a Master''s or Doctoral Degree in Reading or Literacy, with the degree title, major

area of study, specialization, or concentration specifically identified as "Reading" or

"Literacy."

Earned a passing score on Ohio''s Reading Instruction Assessment, aligned to Ohio''s

Reading Competencies. Passing this assessment does not result in a reading endorsement

and does not replace the Praxis 5205 requirement for educators licensed before July 1,

2017.

Preferred Qualifications

Master''s degree in Education, Reading, Literacy, Curriculum and Instruction, or a related

field.

Experience as a literacy coach, reading intervention specialist, or instructional leader.

Experience implementing secondary literacy intervention programs.

Knowledge of adolescent literacy development, dyslexia-informed practices, and structured

literacy methodologies.

Experience supporting MTSS implementation and progress monitoring systems.

Physical and Work Environment Requirements

Ability to work collaboratively across classrooms and school settings.

Ability to conduct classroom observations, model lessons, and facilitate professional

learning.

Regular use of technology for data analysis, communication, and instructional support.

Reports To: Building Principal and/or District Literacy Leadership Team

Position Type: Grant-Funded High School Literacy Coach (Tier II/III Intervention Focus)