There are openings for a Literacy Coach at Crisfield Academy & High School and Washington Academy & High School.

I. Summary

The Literacy Coach supports student achievement by building teacher capacity in the delivery of high-quality, evidence-based literacy instruction. This role provides consistent, job-embedded coaching and professional learning that is rooted in the Science of Reading, structured literacy, and the implementation of high-quality instructional materials (HQIM). This non-evaluative position focuses on strengthening instructional practice through collaboration, modeling, co-planning, and data-driven decision making.

This is a full-time, 10.5-month, grant-funded position supported by the Lead and Read grant, funded through September 30, 2029. Continued employment is contingent upon the availability of grant funding. While continuation beyond the grant period is not guaranteed, future opportunities may be considered based on district needs and funding availability.

II. Essential Duties and Responsibilities

Other duties may be assigned by the Building Principal or K–12 ELA Supervisor

• Builds and maintains collaborative relationships with teachers, administrators, and instructional teams to foster trust, shared goals, and instructional coherence.
  
  
• Leads and facilitates consistent coaching cycles that include pre-conference, observation, debrief, collaborative planning, and implementation support.
  
  
• Provides real-time feedback and engages teachers in reflective, data-informed conversations to improve instruction.
  
  
• Differentiates coaching support through modeling, co-teaching, lesson design, and real-time instructional support.
  
  
• Guides teachers in analyzing formative, diagnostic, and summative assessments to set goals and adjust instruction.
  
  
• Collaborates with administrators and other coaches to plan and deliver professional development aligned with literacy priorities and school improvement goals.
  
  
• Supports integration of instructional technology and literacy platforms to enhance instruction and monitor student progress.
  
  
• Leads or serves on the School Improvement Team to align literacy strategies with the school’s improvement plan.
  
  
• Maintains accurate coaching records and documentation to inform practice and ensure accountability.
  
  
• Actively engages in professional development and remains current with literacy research and best practices.
• Lead deeper analysis of school-wide ELA performance trends by synthesizing classroom, grade-level, and benchmark data to inform building-level and system-level priorities.
• Prepare summary reports and presentations for use by the school leadership team, district supervisors, and executive leadership.
• Participate in monthly strategic meetings with the ELA Supervisor, Deputy Superintendent, and Superintendent to discuss intervention impact, student progress, and recommend systemwide instructional adjustments.
• Partner with the ELA Supervisor to develop and monitor intervention action plans, incorporating district wide goals and school improvement initiatives.
• Serve as a data-informed thought partner in district wide ELA strategy and contribute to progress monitoring of overall student achievement goals.

III. Qualifications

• To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

A. Education and/or Experience

• Bachelor’s degree in education or related field required. Master’s degree preferred.
• Minimum of five (5) years of successful literacy instruction. Prior experience in coaching, mentoring, or instructional leadership preferred.

B. Certificates, Licenses, Registrations

• Valid Maryland teaching certification required. 
• Preferred qualifications include either Administrator I certification with experience in English Language Arts instruction or leadership, or Reading Specialist or related literacy certification.

C. Language Skills

• Ability to read and interpret educational research, curriculum documents, and assessment data.
• Ability to write coaching plans, reports, and instructional resources.
• Strong oral communication skills for presenting, coaching, and training.

D. Mathematical Skills

• Proficiency in using assessment data to calculate instructional impact and identify trends.
• Ability to apply basic statistical reasoning to instructional improvement.

E. Reasoning Ability

• Ability to independently analyze instructional needs and develop coaching strategies to support teacher growth. 
• Capable of solving practical problems and adapting to dynamic educational environments.

F. Technology Skills

• Proficient in productivity and instructional software (Google Workspace, MS Office, LMS platforms, data tools).
• Ability to model and support instructional technology integration.
• Willingness to learn emerging tools to enhance literacy instruction.

G. Other Skills and Abilities

• Excellent interpersonal, collaboration, and organizational skills.
• Demonstrated commitment to equity and improving outcomes for all students.
• Ability to motivate and support adult learners.

H. Other Qualifications

• Must be dependable and maintain professionalism at all times.
• Ability to travel to in-county and out-of-county training and meetings.
• Actively participates in professional learning networks and organizations to remain current in literacy leadership.

IV. Physical Demands

While performing the duties of this job, the employee is frequently required to stand, walk, and engage in classroom-based support. The employee may occasionally lift or move up to 25 pounds. Specific vision requirements include close vision and the ability to adjust focus for digital and print resources. Reasonable accommodations may be made.

V. Work Environment

This position operates within a school setting and requires flexibility to move between classrooms and attend meetings during and occasionally outside of the regular workday. The noise level is generally moderate.