Equitable Literacy Coach; SY

Reports to:

Executive Director of Equitable Literacy

The Boston Public Schools (BPS) is seeking to fill the position of Equitable Literacy Coach to support a network of Boston Public Schools in need of rapid and sustained transformation. The Equitable Literacy Coach will report to the school leader and the Executive Director of Equitable Literacy and will provide direct coaching and support to site‑based principals, instructional leadership teams and individual teachers.

The coach will be at the schools 80‑90 % of the time, focusing on the quality of teaching and learning for the district’s multiyear instructional focus on equitable literacy. The remaining 10‑20 % of time will be devoted to professional development and collaboration with role‑alike colleagues across the district under the guidance of the Academics Division. Equitable Literacy Coaches serve as catalysts of the BPS strategic vision, accelerating instructional change to ensure all BPS students become independent learners, effective agents of change for themselves, their families, and their communities.

The coach will work with central office departments and school leadership to provide school‑level support, ensuring acceleration of academic achievement and opportunity for every student through high‑quality implementation of the following strategies in every classroom:

• Explicit and systematic instruction in foundational skills (phonics, phonological awareness, fluency, morphology, grammar, and syntax);
• Daily work with complex text that provides students the opportunity to learn new vocabulary and syntactic structures and apply comprehension strategies to make sense of content;
• Intentional building of a body of knowledge (content, academic language, vocabulary);
• Use of Enabling Texts (texts that encourage and empower marginalized students to take action in their own lives and in the lives of others);
• Explicit genre‑based and disciplinary writing instruction grounded in a research‑based framework.

• Growth and problem‑solving mindset;
• Demonstrated history of closing opportunity and achievement gaps in urban classrooms and schools;
• Demonstrated cultural proficiency and ability to lead others in conversations of race and culture;
• Deep knowledge of curriculum, instruction, interventions and assessments;
• Demonstrated ability to lead and support instructional change in schools through coaching;
• Ability to work in a fast‑paced environment across multiple school sites.

• Support the implementation and monitoring of district‑adopted literacy curriculum materials (Focus in grades K‑2, Expeditionary Learning in grades 3‑6, and Study Synch in grades 7‑12) and pedagogical framework through coaching and evaluation;
• Perform lesson observations and provide specific, actionable feedback for improvement;
• Vetting lesson plans and providing additional curricular guidance as needed;
• Model lessons for teachers and assist with lesson and unit planning;
• Implement a professional development arc of learning that strategically grows teacher quality and leadership so that all students experience thoroughly planned units of study that broaden their understanding of the world around them;
• Support the establishment of strong tiered instruction through effective enactment of standards‑aligned, district‑supported curricula and ongoing adjustments based on evidence of student learning;
• Lead staff in unpacking these curricula through anti‑bias screening tools, such as the 7 Forms of Bias;
• Support the effective and responsible use of data to identify additional tier two and three supports for students, and assist educators in providing these supports to meet individual needs;
• Assist school teams in executing the school’s balanced assessment system to achieve the school’s improvement initiatives;
• Provide leadership, professional development, and coaching regarding support for English Language Learners and Special Needs Students;
• Review assessment data regularly to determine early risk indicators and necessary interventions to improve student achievement;
• Work with principals, site‑based coaches and other BPS…