K-3 Literacy Coach Effective

K-3 Literacy Coach

Tucson Unified School District Curriculum Development – Tucson, Arizona. Open in Google Maps.

Job : 5499574

Final date to receive applications: Jan 29, 2026 11:59 PM (Pacific Standard Time)

Posted: Jan 15, 2026 8:00 AM (UTC)

Starting Date: Immediately

This is a grant funded position that is not guaranteed to be continued for the 26/27 SY.

The K-3 Literacy Coach is responsible for assisting teachers in the implementation and effective delivery of scientifically based reading instruction. They are also responsible for providing ongoing professional development and coaching support. Coaches will provide appropriate services to schools for a cohesive, sustained, intensive, and classroom focused approach that is rigorous, engaging, and relevant for students. Literacy coaches will provide a non-threatening, open, professional, and collaborative work relationship with district/charter-level school personnel, school-based literacy coaches, principals, and teachers.

They will be required to use data to effectively identify the needs of assigned schools to prioritize, schedule, organize, and provide technical assistance that builds educator capacity to provide effective literacy instruction so that students meet age and grade level literacy expectations by the end of 3rd grade and beyond.

• Appropriate Arizona Teaching Certificate
• Arizona IVP Fingerprint Clearance Card
• Master’s Degree in Education or related field with 3 years documented successful experience teaching reading
• Bachelor’s Degree in Education or related field with 5 years documented successful experience teaching reading with a minimum of 3 years of literacy experience at the State, District/Charter, or School Level
• Availability to work flexible hours as needed, to include evenings and weekends.

• Successful experience facilitating adult learning and delivering professional development specific to literacy instruction (e.g., professional development feedback / surveys, letters from participants, etc.)
• Experience mentoring, coaching, and providing feedback about instruction to classroom teachers
• Experience leading others in a collaborative process
• Experience analyzing and using student achievement data for instructional purposes

• Knowledge of evidence-based research in the areas of reading, writing, listening, and speaking, and language
• Knowledge of the essential components of reading instruction
• Knowledge of the science of reading and structured literacy
• Knowledge of the Move On When Reading legislation
• Knowledge of Arizona's English Language Arts (ELA) Standards and Language and Literacy (ECE) Standards
• Knowledge of literacy assessment systems, practices, and types
• Knowledge of effective strategies in working with adult learners
• Knowledge of evidence-based practices in literacy
• Knowledge and experience in literacy instruction, literacy intervention, and development of and/or implementation of instructional literacy resources
• Knowledge of reading processes, acquisition, assessment, and instruction
• Knowledge of systematic, explicit instructional process
• Knowledge of instructional coaching approaches and strategies for teaching adult learners
• Knowledge of scientific reading research and its application to effective classroom instruction, structure, and practices, as well as intervention
• Knowledge of multi-tiered system of supports model, and data analysis and application

• Systematic, explicit, instructional delivery
• Experience providing professional development and technical assistance directly to school and district/charter staff
• Ability to effectively prioritize, schedule, manage, and organize multiple daily tasks to achieve goals
• Ability to administer and interpret reading assessments and use data to determine professional development needs, and recommend changes to improve school-wide and/or classroom instructional practices
• Ability to rapidly acquire and apply new skills and information
• Ability to provide effective instructional feedback
• Ability to identify problems and develop appropriate solutions
• Use effective written and oral communication skills, including…