Secondary Instructional Literacy Coach

Secondary Instructional Literacy Coach

JobID: 18004

• • Position Type:
    Elementary Teaching/Teacher
  • Date Posted:
    9/11/2026
  • Location:
    To Be Determined
  • District:
    Ann Arbor Public Schools

  POSITION TITLE: Secondary Instructional Literacy Coach

  FTE: 1.0

  POSITION LOCATION: TBD

  EFFECTIVE: 2026-2027 School Year

  SALARY: AAEA Teacher's Salary Schedule

  REPORTING RELATIONSHIP: Principal/s; District Department Chair, Secondary English; Assistant
  Superintendent for Instruction

  This position is 31a grant funded.

  QUALIFICATIONS REQUIREMENTS:
  The coach will support 6-12 staff in the implementation of tier one core instruction, tier two, and tier three
  interventions. The coach will work directly with teachers and students within schools supporting
  research-based instruction. Additionally, the coach will work to address the academic needs of students who
  are striving with identified concepts in the area of literacy. The coach will collaborate with administrators and
  teachers to collect, analyze, and interpret data while using it to guide instructional decisions and intervention
  plans.

  Due to the investment in coach training and preparation, the Secondary Instructional Literacy Coach requires a
  3-year commitment
  Year 1: Training (2026-2027)
  Years 2 and 3: Coaching and Direct Intervention

  To perform this job successfully, an individual must perform each essential duty. 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.

  EDUCATION AND EXPERIENCE:
  Possess a valid Michigan teaching certificate
  Must be Highly Qualified in accordance with NCLB
  Minimum of 5 years of successful teaching experience across multiple grade levels.
  Possess a Reading Specialist (BR) endorsement, master's degree or advanced coursework in Reading or
  equivalent training (e.g., Brainspring, Orton-Gillingham)
  Demonstrates a strong commitment to equity, social justice, and inclusion in all practices and position
  responsibilities, specifically using the AAPS Framework for Equitable Instruction
  Have deep knowledge of research supported whole group, small group, and individual instruction
  practices
  Successful experience in understanding adult learning principles and dispositions in order to
  successfully facilitate adult learning
  In collaboration with District Department Chair for Secondary English; identifies, plans, organizes,
  designs and implements learning opportunities at both the building and district level
  Interpersonal skills (communication, problem solving, conflict management, collaboration, initiative)
  Engages in reflection and ongoing learning and development on critical concepts and terms identified
  in the Ann Arbor Public Schools

  PREFERRED QUALIFICATIONS:
  Adult facilitation or leadership experience
  Experience using district assessments to inform instruction and literacy placement (NWEA, M-STEP,
  PSAT, QRI, QPS, PRASS)
  Experience teaching foundational literacy instructional programs (Lexia, AARI, REWARDS, UFLI, Word
  Connections)
  Dispositions: collaborative, flexible, willing to learn, a thought partner, a problem solver, a leader,
  self-directed, possesses strong work ethic
  LETRS

  ESSENTIAL DUTIES AND RESPONSIBILITIES:
  Plan and facilitate professional learning for tiers 2 and 3 literacy intervention and tier 1 disciplinary
  literacy in building and across the district
  Use and interpret data to place students in interventions; create fluid, flexible intervention groups
  Assess students and coach colleagues in using screener, benchmark, diagnostic, and progress
  monitoring tools
  Commitment to participation in intervention curriculum pilots and pilot committees.
  Match instructional materials to data-informed student needs, utilizing district approved resources
  Provide targeted literacy intervention in tier 2 and 3
  Evaluate students' literacy growth, by keeping appropriate records, through the use of a balanced
  assessment system
  Oversee data management, including progress monitoring and IRIPs; manage building literacy
  intervention team
  Provides various levels of support for classroom teachers, for example: Co-planning, modeling and
  co-teaching researched based, district-approved instructional strategies within classrooms
  Active participation in district instructional literacy coach professional learning community, including
  ongoing training
  Assume an active role on the building MTSS team

  LANGUAGE SKILLS
  Read, analyze, and interpret general business periodicals, professional journals, technical procedures, or
  governmental regulations. Write reports, business correspondence, and procedure manuals. Effectively
  present information and respond to questions in group settings.

  MATHEMATICAL SKILLS
  Add, subtract, multiply, and divide in all units of measure, using whole numbers, common fractions, and
  decimals. Compute rate, ratio, and percent and to draw and interpret bar graphs.

  REASONING ABILITY
  Define problems, collect data, establish facts, and draw valid conclusions.
  Interpret an extensive variety of technical instructions in mathematical or diagram form and
  deal with several abstract and concrete variables. Collect, analyze and organize multiple data sources in all
  areas of literacy.

  OTHER SKILLS and ABILITIES:
  Establish and maintain effective working relationships with students, staff, parents and community.
  Perform duties with awareness of all district requirements and Board of Education policies.
  Other duties as assigned.

  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.
  The position requires the individual to meet multiple demands from several people and interact with the
  public and other staff across buildings within the district.

  WORK ENVIRONMENT:
  The work environment characteristics described here are representative of those an employee
  encounters while performing the essential functions of this job. Reasonable accommodations may be
  made to enable individuals with disabilities to perform the essential functions.
  The noise level in the work environment is moderate to loud. Duties are performed indoors and occasionally
  outdoors across the district—not limited to one particular building.

  METHOD OF APPLICATION:
  All applicants must complete the online application at a2schools.org >> District Links >> Job Postings

  Certified Positions Only: Copies of an active Michigan Teaching Certificate and college transcripts are required
  with application packet. Original certificate and certified transcripts are required prior to being hired.