Coordinator of Elementary Literacy

About the role

The Coordinator of Elementary Literacy provides leadership, alignment, and coordination of the elementary literacy program for Stafford County Public Schools. As a member of a multidisciplinary team of instructional leaders, the coordinator identifies and develops evidence‑based instructional resources to support K‑5 literacy growth, leads the community of practice for elementary literacy specialists, and serves as a bridge between the Department of Academic Programs and schools to achieve division strategic goals.

Responsibilities

• Serve as the lead of literacy curriculum committees and support the development and delivery of elementary literacy curricula.
• Organize and lead literacy educators in the regular review and revision of elementary English Language Arts curriculum and pacing guides.
• Identify and develop instructional resource materials aligned with state standards, adopted curricula, and Stafford Schools’ academic strategic goals.
• Collect and develop assessment resources aligned to adopted curricula.
• Develop course templates within the division’s learning management system that provide model unit plans and student learning modules aligned to adopted sequencing, pacing, and instructional resources.
• Analyze K‑5 literacy data to inform division decision‑making.
• Support school‑based reading specialists and other staff to address challenges with curriculum implementation.
• Contribute to division‑wide orientation for new teachers and administrators.
• Provide input regarding new or amended courses and instructional schedules in the division’s program of studies.
• Provide school‑based staff with professional learning, pedagogical expertise, and targeted support as requested by school leadership.
• Offer technical expertise in data analysis and literacy instructional strategies.
• Lead the community of practice for school‑based reading specialists to develop expertise in literacy instructional strategies.
• Support building leadership teams to develop, implement, and evaluate progress toward School Improvement Plans.
• Support the development and implementation of Division Reading Specialist projects.
• Design and support other professional learning opportunities, including job‑embedded coaching and development of teacher‑leadership opportunities.
• Participate in professional learning communities, develop additional communities of practice, and perform classroom visitations and consultations.
• Support school‑ and division‑based staff to ensure state and federal compliance.

Requirements

Education (required): Master’s degree in elementary or literacy instruction or a related field required; candidates with a bachelor’s degree in a related field and exemplary relevant experience will be considered.

Experience (required): Three (3) or more years of experience as an elementary classroom teacher with demonstrated success supporting student academic growth in literacy.

Experience (preferred): Experience at the building or division level as an instructional leader (e.g., department chair, professional learning community leader, specialist, or literacy coach).

Licensure (required): Hold or be eligible for a Professional License issued by the Virginia Board of Education with endorsement in elementary education, reading specialist, and/or Elementary English.

Knowledge, Skills, and Abilities

• Science‑based reading acquisition and aligned evidence‑based instructional practices.
• Principles of leadership, supervision, organization, and administration.
• Knowledge of Language Essentials for Teachers of Reading and Spelling (LETRS) or similar comprehensive professional learning approaches for literacy.
• Current knowledge of initiatives and issues in elementary English Language Arts instructional practices, curriculum, and curriculum design.
• Understanding of professional learning standards, delivery models, and program evaluation approaches.
• Familiarity with Virginia Standards of Learning for elementary grades.
• Commitment to culturally proficient instruction and equitable practices.
• Ability to analyze and interpret educational data and research.
• Skill in leading and supporting communities of educators toward a common instructional mission while recognizing individual strengths and contexts.
• Collaboration with educators in large groups, small committees, multidisciplinary teams, and 1:1 coaching.
• Effective communication with all educational stakeholders.
• Ability to produce and deliver feedback that inspires growth.
• Team‑oriented work ethic to meet goals.
• Independent organization and execution of work, meeting deadlines across multiple projects.
• Sustained effort and enthusiasm in both quality and quantity of work.

Core Expectations of All Stafford Schools Employees

• Engage in ongoing professional development relevant to the position.
• Respond promptly and thoroughly to written and oral requests for information.
• Maintain a clean, neat appearance and dress appropriate to position and duties.
• Maintain a record of appropriate attendance and punctuality.
• Serve as a role model for students, colleagues, and the general public.
• Work in close harmony with supervisor(s) and colleagues.
• Comply with all division policies and regulations, including confidentiality, professional conduct, and site‑based procedures and protocols.

Physical Demands

• Weight Demands: Lifting – 1–25 lbs; Lifting – 26–50 lbs; Lifting – 50+ lbs; Carrying – 1–25 lbs; Carrying – 26–50 lbs; Carrying – 50+ lbs; Pushing/Pulling – 1–25 lbs; Pushing/Pulling – 26–50 lbs; Pushing/Pulling – 50+ lbs.
• Physical Demands: Standing; Sitting; Walking; Reaching; Turning/Twisting; Balancing/Climbing; Stooping/Kneeling; Crouching/Crawling.