Title I - Secondary Instructional Literacy Coach

id='p1426_'>Title I - Secondary Instructional Literacy Coach JobID: 1426

Position Type:

Professional/Instructional Coach - Literacy - Secondary

Date Posted:

6/13/2026

Location:

Educational Services Div Complex

Additional Information: Show/Hide

Job Title: Title I - Secondary Instructional Literacy Coach Wage/Hour Status: Exempt

Reports to: Director Elem. Language Arts Pay Grade: AP 3 197 Days

Dept./School: Education Services Division Date Revised: June 2026

Primary Purpose:

Supports student reading and writing achievement through targeted intervention and small-group instruction, facilitates the design and delivery of effective literacy instruction, and strengthens teaching practices through coaching and professional development.

Qualifications: Education/Certification:

• Valid ELA and ESL teacher certification
• Completion of Reading Academy preferred

Special Knowledge/Skills:

• Ability to work collaboratively and effectively with principals, teachers, and students to support instructional improvement and student achievement
• Ability to effectively build positive relationships with students and conduct effective literacy conferences that support academic growth
• Ability to analyze and utilize formal and informal data to inform instruction, intervention, and progress monitoring
• Ability to support and coach teachers in the implementation of the district curriculum, evidence-based instructional practices, and effective literacy strategies.
• Knowledge of the English Language Arts TEKS, literacy best practices, and STAAR/EOC assessment procedures and scoring rubrics

Preferred Experience:

• Minimum of three years teaching experience
• Successful implementation of the district's language arts curriculum, instructional coaching, and professional learning preferred

Major Responsibilities and Duties:

1. Provide intensive literacy instruction to individual students and in small groups of students identified as at-risk of academic failure to support improved reading and writing achievement.

2. Support the implementation of district and campus instructional initiatives that strengthen student achievement and address identified academic needs.

3. Plan, facilitate, and support professional learning opportunities aligned to evidence-based literacy practices, district priorities, and campus improvement goals.

4. Model effective literacy instruction, intervention strategies, and instructional practices that support student engagement and academic growth across content areas.

5. Collaborate with teachers, instructional staff, and administrators to strengthen instructional practices through coaching, planning, and job-embedded support.

6. Engage in ongoing professional learning to maintain current knowledge of research-based literacy instruction, intervention practices, and strategies that support diverse learners, including Emergent Bilingual students.

7. Analyze state, district, campus, and classroom student achievement data to identify instructional priorities, monitor student progress, and support data-informed decision-making that improves student outcomes.

8. Support the implementation, monitoring, and evaluation of Multi-Tiered Systems of Support (MTSS), intervention programs, and other instructional frameworks designed to improve literacy achievement.

9. Maintain records, documentation, and evidence required to support instructional programs, professional development activities, and Title I program implementation and compliance requirements.

10. Perform other duties as assigned

Working Conditions:

Mental Demands/Physical Demands/Environmental Factors: Tools/Equipment Used:

Personal computer and peripherals; standard instructional equipment;

Posture:

Prolonged standing; frequent kneeling/squatting, bending/stooping, pushing/pulling, and twisting

Motion:

Frequent walking

Lifting:

Moderate lifting and carrying (up to 30 pounds)

Environment:

Work inside, may work outside; regular exposure to noise

Mental Demands:

Maintain emotional control under stress; work prolonged or irregular hours. Ability to communicate effectively (verbal and written); interpret policy, procedures, and data; coordinate district functions. District- wide and statewide travel. Occasional prolonged and irregular hours.

The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.

Funded by Title 1, Part A (100%) with the primary purpose to support grant activities aimed to improve academic achievement for students struggling to meet state standards.

I agree to perform these major responsibilities and duties and understand that this position is for the 2026-2027 school year and is funded with Title I funds. This position is reviewed annually based on available funding.

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Employee:

(Please Print)

Signature of Employee:

Date:

Approved by: Kim Holcomb Date: 06/10/2026

Reviewed by: Dr. Tamy Smalskas Date: 06/10/2026