Position Title: Literacy Coach (Coach On Special Assignment)
Location: Office of Curriculum and Instruction
Salary: DFT Salary Schedule +$5,000 stipend
Reports to: Executive Director of Literacy
Bargaining Unit: Detroit Federation of Teachers
Benefits Eligible: Yes
Travel: Travel both within the district and Wayne county is required. Mileage costs will be paid by the district per the established rate and protocol
In accordance with the Agreement between Detroit Federation of Teachers and the Board of Education of the School District of the City of Detroit, the following vacancy is announced.
The Literacy Coach on Special Assignment will support K-3 classroom teachers in developing and implementing research-based instructional practices in early literacy through on-going collaborative study and coaching in addition to providing regional literacy leadership facilitated through Wayne RESA. The Coach will work in coordination with Wayne RESA but will remain an employee of his or her district.
Required Professional Learning:
COSAs will be required to participate in regional Wayne RESA (WRESA) professional development per the agreed upon Commitments drafted by WRESA and signed by the hiring district including, but not limited to, the following:
- 3-day COSA Coaching Academy (A stipend of $125 per day will be paid by WRESA for attendance at summertime learning)
- Monthly WRESA Coaching Network sessions
- Regionalized literacy learning opportunities in collaboration with WRESA Department of Literacy (i.e., Instructional Rounds)
- Possession of a valid Michigan teaching certificate required
- Bachelor's degree, advanced coursework in literacy, or related field required
- Master's Degree in literacy or Reading Specialist certification, Reading Recovery Training, or the equivalent amount of training focused on research-based practices in early literacy preferred
- Five or more years successful teaching experience required
- Experience facilitating grade/team level professional learning required
- Ability to work well with people and maintain productive and positive interpersonal skills
- Knowledge of current state literacy standards and MAISA GELN Essential Instructional Practices in Literacy
- In-depth knowledge of reading and writing processes and acquisition as evidenced in daily practice
- Knowledge and appropriate use of research-informed instructional practices to help all students develop literacy knowledge, skills, and abilities including concepts of print, phonemic awareness, letter-sound recognition, word reading, comprehension, vocabulary, fluency, writing, critical thinking, and motivation
- Recognition of a variety of assessment purposes and experience utilizing formative, screening, and diagnostic tools to inform instruction
- Ability to use observational data and formative assessment processes to guide professional learning and coaching
- Proficiency in technology-based instructional and organizational tools
- Willingness to invest in one’s own learning through professional reading, active participation in professional learning workshops, and attendance at local, state, and national professional conferences for the purpose of professional growth
- Ability to provide and receive feedback in order to adjust practice
- Develop and maintain strong relationships with teaching staff by creating a professional and collaborative environment that includes mutual respect, teamwork, and accountability
- Attend statewide and countywide coach training and networking sessions
- Coach side-by-side with K-3 classroom teachers to support implementation of best practices in early literacy employing a core set of coaching activities, including:
- Observing to provide low-inference feedback
- Co-planning, goal setting, and having reflective conversations
- Co-teaching lessons with teachers
- Modeling specific instructional moves
- Spend most of their time working directly with K-3 teachers, individually or in small groups, to align their beliefs with research-informed instructional practices and enhance their:
- Classroom literacy environment
- Use of research-informed literacy strategies
- Implementation of new literacy programs and strategies
- Use of practices aligned with state standards
- Provide job-embedded feedback for teachers as they reflect on, set goals for, practice and refine skills learned through the Essential Instructional Practices in Literacy
- Analyze formative assessment and diagnostic data to create instructional plans
- Plan and set coherent, aligned goals for teachers development based on data related to student learning
- Support teachers to collect and analyze data to inform instructional decisions
- Lead, organize, and/or facilitate professional learning communities for teachers
- Facilitate small and large group meetings to build capacity and extend literacy learning with K-3 classroom teachers
- Meet regularly with the district literacy leadership team and/or district coaching network and serve as an active member of the WRESA Coaching Network
- Engage in continuous professional learning on research-supported coaching and instructional practices to remain knowledgeable and to grow literacy instruction capacity throughout Wayne County
- Employ facilitation skills to create trust among colleagues, develop collective wisdom, and build ownership and action that supports student learning
- Engage in ongoing instruction-specific and reflective dialogue with colleagues based on observations of instruction, student work, and assessment data and make connections to research-based effective literacy practices designed to improve student learning
- Assist building administrators in identifying strengths and needs in support of an early literacy continuum
- Consistently record coaching activities using the provided COSA tools and templates to effectively communicate the positive outcomes of coaching
- Communicate progress with district-assigned COSA Coordinator and building leadership
- Perform other duties as assigned
If you are a current Detroit Public Schools employee, presently employed with the district, you do not have to submit to a new security clearance, unless your new role requires a different type of criminal background check.
In alignment with Michigan law, if you are hired to fill a position, you will be required to submit to a Detroit Public Schools criminal background check. Information regarding required background checks will be shared at point of hire.
Method of Application:
Applicants must apply through the online application system. Only applications submitted through the online application system will be considered for any posted position and all applications require a resume to be considered.
Successful candidates are required to submit official transcript(s) at point of offer to hire. Teaching service outside of the Detroit Public Schools Community District must be verified by the applicant's prior employer(s) prior to hire. It is the applicant's responsibility to provide all documentation (including copies) as requested.
Applicants requesting assistance during the application process should contact the Office of Human Resources via email at [email protected] or phone at (313) 873-6897.
DPSCD does not discriminate on the basis of race, color, national origin, sex, sexual orientation, transgender identity, disability, age, religion, height, weight, citizenship, marital or family status, military status, ancestry, genetic information, or any other legally protected category, in its educational programs and activities, including employment and admissions opportunities. Contact the Civil Rights Coordinator for more information at (313) 240-4377 or detroitk12.org/compliance.