Literacy Coach (2 Openings)

Position Type:Elementary School Teaching/Reading CoachDate Posted:4/30/2026Location:DistrictwideDate Available:08/24/2026Closing Date:05/09/2026Job Title: Literacy Coach (2 Openings)Reports To: Elementary School Principal and Assistant SuperintendentLocation: DistrictwideLevel: Grades K-5Education and experience: Elementary Education Teaching Certificate; MA and/or Sixth-Year Certificate required, advanced graduate study in Education Leadership or Curriculum & Instruction preferred.Salary: This position is full-time. The salary and benefits associated with this position are outlined in the current East Haven Education Association contract.Experience: Minimum five (5) years successful teaching experience with demonstrated teacher leadership skills. Must have an in-depth knowledge of:• Common Core State Standard for ELA• Teacher centered instructional data team• Meeting facilitation• Small group instructional practice• Effective teaching strategies for reading• Developing standards based lessons• Differentiation• Assessment (summative, formative, diagnostic)• CSDE Interim Benchmark assessmentsPosition Summary: To coach, support, and model with teachers, administrators, and other team member's in providing educational benefit for students; effectively support and implement the East Haven Literacy Plan in alignment with the Connecticut Literacy model.Minimum Qualifications/Skills and Knowledge Requirements:• Extensive experience with analyzing data and making data driven decisions, including leading teacher centered data teams• Ability to work well with people; demonstrate and maintain productive and positive relationships through the use of strong interpersonal skills.• Knowledge and successful experience:o Implementing research-based instructional practiceso Using a variety of assessment tools and analyzing student data to drive instructiono Using a collaborative coaching modelo Knowledge of the adult learning process in order to promote and facilitate changes in adult instructional practices.• Demonstrated success in communicating effectively with teachers, principals, parents, students, and instructional aides.• Demonstrated ability to consult with and facilitate for groups of individuals.• Ability to work closely with the building administrator to model, coordinate and implement the components of professional learning communities.• Ability to work closely with the building administrator to model, coordinate and implement the components of professional learning communities.• A working knowledge of current research pertaining to content area achievement and resources related to district and site-based goals, staff development, and group processes.• Demonstrated track record of supporting student learning• Act as a resource who is skillful, reliable, and accessible.• Willingness to collaborate with teacher teams, model lessons, co-teach, and engage in non-evaluative observations with reflective feedback for continuous improvement of the teaching and learning process.• Creating presentations/PD opportunities and presenting to teachers during PD days.• Ability to think flexible and adapt to the specific instructional needs of teachers.• Ability to manage time, schedule and perform multiple projects effectively in order to maximize teacher learning.• Document coaching interactions monthly to measure impact on changes in adult behavior and student achievement.• Knowledge of and experience working with teams to develop goals related to school improvement plans.• Develop curriculum and various types of assessments that align with district initiatives• Facilitates teachers' understanding and implementation of the Common Core State Standards and the Danielson's Framework for Teaching Evaluation Instrument by developing and executing collaborative and individual learning cycles.• Creates detailed coaching plans, which include focused goals and measures of success, to drive learning cycles.• Supports teachers' achievement of goals by using coaching strategies that gradually release responsibility for implementing instructional practices to the teacher (for example, co-planning, modeling, co-teaching, side-by-side coaching, and observing).• Consistently analyzes teacher practice through ongoing classroom observations, data analysis, and examination of student work.• Provides clear and direct feedback to teachers based on analysis of practice.• Tracks student and teacher progress to assess the effectiveness of coaching• Develops teachers' capacity to collect and analyze multiple sources of data to improve student learning.• Remains current with research and introduces new trends and ideas, strategies, methods, and materials to staff.• Plans, coordinates, and conducts professional development activities, including workshops and classroom demonstrations.• Performs additional duties, where appropriate, which are assigned within the scope of employment and certification.Evaluation: Performance of this job will be evaluated annually in accordance with provisions of the Board's policy on Evaluation of Classified Personnel.This is a specialized teaching position that falls under the Teachers' Contract. This job description is not, nor is it intended to be, a complete statement of all duties, functions, and responsibilities which comprises this position.Physical and Mental Demands/Work EnvironmentThe physical demands and environmental characteristics described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions.• Ability to see and read objects closely, as wiring, labels on equipment, reading/proofreading a report, using a computer monitor, filing and/or retrieving information from a filing system.• Ability to hear normal sounds wit background noise, as in using a telephone or radio, distinguish verbal communication and communicate through speech, including using a radio.• Ability to learn and acquire an understanding of new information, methodologies and techniques and how they apply to school goals and operations.• Ability to work in office or school setting (indoors and outdoors) subject to interruptions and heavy work volume expectations.• May be exposed to changing temperatures and weather, humidity, noise and dust.• Ability to get from one location in the office or work sites(s) to other locations in primary office or work sites.• Ability to sit for long periods of time.• Ability to reach and bend, and push/pull or lift objects less than thirty (30) pounds.• Ability to perform manipulative skills such as writing, collating, using a keyboard and/or calculator with speed and accuracy for long periods of time.• Ability to concentrate on detail and issue with some interruption, pressure and changing priorities.• Memory to perform multiple and diverse tasks over long periods of time and the ability to remember information that has been previously learned.• Ability to use knowledge and reasoning to solve routine problems.• Ability to learn and apply new information, technology and legislation applicable to departmental activities.• Ability to distinguish between public and confidential information and handle appropriately.We strongly encourage applications from individuals belonging to historically marginalized groups, including racial and ethnic minorities, women, individuals with disabilities, and veterans. Our hiring process is designed to ensure fairness, impartiality, and equal opportunities for all qualified applicants.