Teacher - Middle School Disciplinary Literacy Coach

Hiring for the 2026-2027

School Year Job Code:

https://jobs.redroverk12.com/org/1410/opening/171283

Middle School Disciplinary Literacy Coach Position Summary:

Under the direction of the Curriculum Director, the Middle School Disciplinary Literacy Coach supports the implementation of evidence-based literacy practices aligned with the science of reading and structured literacy across all content areas to improve student achievement by providing instructional coaching, professional development, and targeted student support focused on disciplinary literacy, data-driven instruction, and Multi-Tiered System of Supports. The coach collaborates with staff, analyzes assessment data, develops and monitors Individual Reading Improvement Plans, and supports effective instructional strategies aligned with state literacy laws and standards. This is an evaluated position by the Curriculum Director with no responsibility to administrative supervision, or primary classroom instruction, as the coach supports teaching and learning through coaching, modeling, and intervention to build teacher capacity and improve student reading proficiency.

Education:

Bachelor's degree required Valid K-8 teaching certificate required Advanced coursework in reading or completion of professional development in evidence-based literacy instructional strategies preferred

Work Experience:

Minimum of five years of successful classroom teaching experience, preferably across grades 6-8 Experience working with at-risk students in a Title I setting preferred Experience in a reading specialist, instructional coaching, or other literacy leadership role preferred

Knowledge and Skills:

Strong understanding of the 6-12 Disciplinary Literacy Essentials, structured literacy practices aligned with the science of reading, and best practices in reading instruction, including the integration of literacy strategies across content areas Knowledge of characteristics of dyslexia and their impact on student learning Knowledge of K-12 Literacy and Dyslexia Laws and their implementation Ability to analyze and use assessment data (formative, screening, and diagnostic) to inform instruction Expertise in Multi-Tiered System of Supports Strong understanding of adult learning theory and effective coaching practices Excellent interpersonal, communication, and collaboration skills Ability to build relationships with teachers, students, families, and administrators Strong organizational and time management skills Proficiency with instructional technology tools for teaching, learning, and data collection

Essential Duties and Responsibilities:

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. (These duties and responsibilities are judged to be "essential functions" in terms of the Americans with Disabilities Act or ADA) These statements are intended to describe the general nature and level of work being performed by a person in this position. They are not constructed to be an exhaustive list of all duties that may be performed by such a person. Provide instructional coaching across all content areas with an emphasis on disciplinary literacy, structured literacy, and evidence-based reading practices Model lessons, co-plan, co-teach, and provide reflective feedback to teachers Design, schedule, and deliver Tier II and Tier III small group interventions Guide teachers in administering, analyzing, and interpreting assessments and using data diagnostically to adjust instruction and intervention Support staff in identifying and addressing reading deficiencies, including characteristics of dyslexia Manage literacy assessments and monitor student progress Participate in MTSS and intervention team meetings to review progress monitoring data and adjust individual student reading intervention plans. Support and monitor the implementation of core and intervention reading curricula, ensuring fidelity to program design Collaborate in PLCs and facilitate study groups to foster shared learning and reflective professional practice Partner with the Curriculum Director to plan literacy-aligned professional development and evaluate instructional materials as needed Serve on the Instructional Leadership Team to support coherence of the professional learning plan with literacy and instructional priorities Serve on the Disciplinary Literacy Team to support implementation of district literacy initiatives across content areas Develop, maintain, and collaborate with teachers and families on all Individual Reading Improvement Plans, including communication of student progress and support for at-home reading Build and maintain strong relationships with staff, students, and families

Physical Demands:

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 the essential functions. While performing the duties of this job, the employee is regularly required to sit, stand, walk; occasional stooping, bending, and reaching. Close vision is required to perform computer related tasks.

Work Environment:

The noise level in the work environment is usually moderate.

Professional Development Requirements:

Upon hire will enroll in and attend several professional development opportunities provided by the MISD, including the Secondary Coaching Network, the Disciplinary Literacy Network, the Instructional Coaching Bootcamp, and Disciplinary Literacy stand-alone PD sessions Upon hire will enroll in and begin required training for the 6-12 Disciplinary Literacy Essential Instructional Practices and LETRS, in alignment with state literacy requirements Upon hire, will complete required professional learning related to dyslexia, structured literacy, and evidence-based reading instruction by the 2027-2028 school year. School year as defined in the written agreement between the New Haven Board of Education and the New Haven Education Association.

COMPENSATION

Appropriate placement on the salary schedule as defined in the written agreement between the New Haven Board of Education and the New Haven Education Association which can be found at www.newhaven.misd.net under the transparency.

EVALUATION

Performance will be evaluated in accordance with the policy of the Board of Education and Administrative Guidelines. Equal Opportunity Employer - Notice of Nondiscrimination It is the policy of the New Haven School District not to discriminate on the basis of race, color, religion, national origin or ancestry, gender, age, disability, height, weight, or marital status in its programs, services, activities, or employment. Inquiries related to nondiscrimination policies should be directed to Civil Rights Coordinator, Superintendent, New Haven Community Schools, PO Box 482000, New Haven, MI 48048. Nondiscrimination inquires related to disability should be directed to: Section 504 Coordinator, Special Ed. Director, New Haven Community Schools, PO Box 482000, New Haven, MI 48048