Coordinator of Secondary Literacy

About the Role

The Coordinator of Secondary Literacy provides leadership, alignment, and coordination of the secondary 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 secondary literacy growth and leads the community of practice for secondary literacy specialists to implement high‑yield instructional practices. The coordinator serves as a bridge between the Department of Academic Programs and schools to help achieve the student‑learning goals identified in the division’s strategic plan.

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 and secondary 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 secondary 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 as experts 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.
• Attend statewide convenings and meetings to support division alignment.
• Ensure state compliance with the Virginia Literacy Act through alignment of curriculum, intervention, and professional learning requirements.

Qualifications

• Education (Required): Master’s degree in secondary ELA or literacy instruction or a related field. Candidates with a bachelor’s degree in a related field and exemplary relevant experience will be considered.
• Experience (Required): Three (3) or more years as a secondary 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 secondary English.

Skills and Abilities

• Science‑based reading acquisition and aligned evidence‑based instructional practices.
• Knowledge of principles of leadership, supervision, organization, and administration.
• Familiarity with Language Essentials for Teachers of Reading and Spelling (LETRS) or similar comprehensive professional learning approaches for literacy.
• Current knowledge of initiatives and issues in secondary English Language Arts instructional practices, curriculum, and curriculum design.
• Knowledge of professional learning standards, delivery models, and program‑evaluation approaches.
• Knowledge of Virginia Standards of Learning for secondary grades.
• Commitment to culturally proficient instruction and equitable practices.
• Ability to analyze and interpret educational data and research.
• Lead and support communities of educators in a common instructional mission while acknowledging individual strengths and context.
• Collaborate with educators in large groups,