Coordinator of Elementary Literacy

FLSA Status: Exempt | Grade: U15 | Location: Central Support

About the Role

Provides division-level leadership for the planning, development, alignment, implementation, and continuous improvement of the elementary literacy program. The coordinator ensures that curriculum, instruction, assessment, resources, and professional learning are research-based, coherent, and responsive to the needs of all learners.

Responsibilities

• Develops, implements, evaluates, and revises the division's elementary English language arts curriculum and literacy model using current research, state standards, division priorities, and student needs.
• Develops and maintains curriculum frameworks, scope and sequence documents, goals, objectives, exit standards, pacing guidance, and instructional resources in collaboration with reading specialists, grade-level leaders, teachers, administrators, and other coordinators.
• Ensures horizontal and vertical articulation within elementary grades and works closely with the secondary English language arts coordinator to support a coherent K-12 literacy program.
• Coordinates curriculum projects, instructional publications, grade-level and department meetings, and stakeholder committees related to elementary literacy.
• Communicates approved curriculum and instructional expectations to professional staff and maintains accurate documentation of approved programs, materials, and resources.
• Plans, facilitates, and evaluates needs-based professional learning that strengthens evidence-based literacy instruction and supports implementation of division curriculum and literacy benchmarks.
• Organizes and facilitates ongoing collaboration with school-based reading specialists, literacy coaches, grade-level leaders, literacy interventionists, and teachers.
• Supports classroom instruction through observations, formative feedback, modeling of effective instructional practices, and demonstration of appropriate materials and technology.
• Recommends adaptations and supports designed to meet the literacy needs of students with disabilities, multilingual learners, students requiring intervention, and advanced learners.
• Coordinates the selection, development, implementation, and review of elementary literacy assessments, including division common assessments and literacy screening and progress-monitoring tools.
• Provides training and ongoing support to teachers and administrators in the effective administration, interpretation, and instructional use of literacy assessments.
• Works with principals and division leaders to analyze reading and writing data, identify trends and needs, monitor program effectiveness, and guide school and division improvement efforts.
• Engages in research and program evaluation related to literacy curriculum, instruction, intervention, assessment, and specific instructional initiatives.
• Leads or chairs review and adoption processes for textbooks, instructional materials, digital resources, and other elementary literacy supplies and equipment.
• Evaluates and disseminates high-quality curricular materials and ensures that appropriate resources are available for teacher and student use.
• Supports interviews and assessments of candidates for literacy-related instructional positions, as assigned.
• Serves as the Division Dyslexia Advisor.
• Serves as liaison with the state department of education, neighboring school divisions, and other appropriate agencies and partners regarding elementary literacy.
• Participates actively in relevant local, regional, state, and national professional organizations, conferences, and training; communicates pertinent information to stakeholders.
• Collaborates with division leaders, principals, teachers, families, and community representatives to plan and implement elementary literacy initiatives and respond to school needs.
• Performs other duties as assigned.

Requirements

• Master's degree in reading, literacy, curriculum and instruction, educational leadership, or a related field.
• Valid teaching license with Reading Specialist certification/endorsement.
• Minimum of five years of successful teaching experience, including substantial experience in elementary literacy or English language arts.
• Administrative or supervisory certification is preferred; candidates actively pursuing such certification may be considered.

Skills

• Demonstrated leadership experience in organizing, facilitating, and working effectively with individuals and groups.
• Deep knowledge of evidence-based reading and writing instruction, literacy development, dyslexia, intervention, assessment practices, and current state and national literacy standards and guidance.
• Ability to develop and articulate a coherent elementary literacy philosophy, curriculum framework, scope and sequence, instructional model, and measurable student outcomes.
• Skill in analyzing multiple sources of student-performance data and translating findings into instructional priorities, professional learning, and program improvements.
• Excellent oral and written communication skills, including the ability to prepare clear, concise reports and presentations for varied audiences.
• Proficiency with instructional technology, assessment platforms, productivity tools, and data-management systems.
• Ability to build productive, collaborative relationships with teachers, reading specialists, instructional coaches, administrators, families, community members, and agency partners.
• Commitment to equitable access, high expectations, and responsive instruction for diverse learners, including students with disabilities and students requiring intervention or enrichment.
• High tolerance for change and the ability to work on several projects and assignments concurrently.
• Strong interpersonal skills required in working with diverse groups.
• Initiative and ability to work productively with a minimum of supervision.

Performs duties under the supervision of the Director of Elementary Teaching and Learning.

Working Conditions

• Demanding schedule includes morning, evening, and weekend meetings.
• Some standing, walking, moving, climbing, carrying.