Literacy Coordinator

About the role

The School of TPAL at New Mexico State University (NMSU) seeks a Literacy Coordinator for a one‑year appointment, contingent upon external funding. The position is full‑time (1.0 FTE), exempt, located in Las Cruces, NM, within the College of Health, Education & Social Transformation, Department of Curriculum and Instruction (350150). It is not a bargaining unit position (AFSCME). The work is performed in a typical interior/office environment with minimal physical effort (lifting up to 10 lb) and no significant risk.

Responsibilities

• Develop or update an EPP structured‑literacy implementation plan that identifies priority program areas, faculty‑support needs, timelines, and responsible personnel.
• Provide or coordinate faculty learning opportunities, technical assistance, and resource support related to the sciences of reading and evidence‑based literacy practices.
• Create a resource and data management storage system; review applicable coursework, syllabi, assessments, and clinical‑experience expectations; identify needed revisions; and support faculty and program leadership in implementing changes needed to align with HB 156 and statewide structured‑literacy expectations.
• Strengthen the current processes for implementing the required 100‑hour structured‑literacy observation placements with LETRS‑trained mentor teachers, including identifying placement sites and mentors, coordinating with field‑experience personnel and LEAs, and addressing implementation barriers.
• Serve as NMSU’s primary point of contact for coordination with HED, PED, ECECD, and LEA partners on statewide literacy‑related initiatives and activities; participate in state‑sponsored meetings or workgroups as requested.
• Establish or refine processes to collect, review, and use candidate performance data from literacy‑related assessments; support required state, institutional, and accreditation reporting, including documentation of program alignment, candidate outcomes, observation hours, and implementation progress.
• Use implementation and candidate data to identify strengths and areas of improvement for structured‑literacy preparation; prepare a year‑end progress summary documenting activities completed, major deliverables, implementation challenges, outcomes to date, and