Job Description

*This position is Grant Funded and is temporary. Position will end May 23, 2025*

Position does offer a One-Time Stipend of $5,000.00


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.

The Arizona Department of Education supports the hiring of K-3 Literacy Coaches for the purpose of facilitating and assisting K-3 teachers to increase performance of their student’s early literacy skills, measured on the state aligned reading assessment. The coaches will facilitate learning aligned to science of reading research and provide technical assistance to teachers that will improve implementation of aligned practices into daily literacy instruction and intervention. This work includes the integration of the Arizona's English Language Arts (ELA) Standards and Arizona’s Early Learning Language and Literacy Standards, locally determined K-3 curricula, and intervention programs, and use of data collected from the administration of formal and informal assessment tools.

General Practices and Definitions

Professional Development: building, revising, scheduling, delivering, and overseeing multiformat professional development related to foundational literacy, Arizona's English Language Arts (ELA) Standards and Language and Literacy (ECE) Standards, science of reading, structured literacy, and Move On When Reading.

Guidance and Technical Assistance: building, maintaining, and disseminating guidance documents and resources, providing technical assistance over the phone, via email, virtually, and in person related to foundational literacy, Arizona's English Language Arts (ELA) Standards and Language and Literacy (ECE) Standards, science of reading, structured literacy, and Move on When Reading (MOWR).

Record Maintenance and Reporting: maintain records related to coaching cycles, professional development, test scores, and data related to Move On When Reading, build reports for multiple audiences to share data on foundational reading, literacy and Move On When Reading and present findings to multiple audiences. Other duties as assigned as related to the position.

School Level

* Provide daily technical support (at least 85% of the school week) to school-based coaches or lead teachers in their capacity to support instruction of the 5 components of reading, implement curriculum, administer assessments, analyze data, and utilize technology

* Model effective coaching and conferencing techniques

* Assist administrators, school-based literacy coaches, and teachers in addressing grade specific curriculum by developing an effective school-wide literacy plan and providing strategies for monitoring the plan’s implementation

* Design and conduct professional development to meet the varied needs of schoolbased literacy coaches and teachers

* Conference with administrators, school-based literacy coaches, and teachers to create specific goals and plans for improving practice

* Provide clear, practical, timely, and candid written and oral feedback to schoolbased coaches about their coaching practices and to teachers about their instruction

* Meet regularly with principals, school-based coaches, and teachers to review data and make recommendations for adjustments in instructional practices

* Maintain an organized system for documenting coaching services

* Participate in professional development sponsored by the Arizona Department of Education, district/charter, and outside consultants

* Provide expertise and support to teachers in scientifically based reading research and its implications for classroom instruction as needed

* Provide professional development to teachers in the effective use of scientifically based reading instruction and a valid and reliable assessment system

* Provide ongoing support, coaching, and modeling to teachers in the effective use of scientifically based reading instruction and a valid and reliable assessment system District/Charter and Regional Level

* Collaborate with other literacy coaches to support state literacy initiatives

* Assist principals, school-based literacy coaches, and lead teachers in providing regular and user-friendly data reports to their respective districts/charters and other stakeholders 12 Updated February 2024

* Provide on-going training and support for school-based educators within and across regions

* Provide guidance for sharing data with a variety of audiences State Level

* Communicate a consistent message as established by the Arizona Department of Education in support of statewide literacy initiatives

* Participate in on-going training, support, and networking to promote grade-level reading

* Maintain and share documentation regarding coaching calendar and coaching cycles

* Maintain and promptly submit reports on aggregate progress of teaching and learning specific to literacy in grades FOUNDATIONAL in assigned schools

* Provide training to educators across the state

* Support the ADE and the goals and objectives of the superintendent

* Collaborate with ADE for strategic planning to facilitate and provide technical assistance to assigned teachers

* Attend coaching community sessions to learn, collaborate, and integrate learning into facilitation and technical assistance provided to teachers


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 the ability to engage in difficult and candid conversations with a variety of stakeholders.

Demonstrated leadership/managerial skills

Demonstrated team building skills

Demonstrated collaboration and facilitation skills

Proficient in MS Word, MS Excel, Outlook, PowerPoint, and other tools


Motivating others to achieve

High degree of professionalism to ensure and protect the confidentiality of educators and students

Strong work ethic, self-directed and reliable, and the ability to work both independently and collaboratively

High quality interpersonal skills and the ability to relate to and interact with adults exhibiting a range of abilities and dispositions

Persistent despite obstacles

Ability to orchestrate change

Valuing lifelong learning

Belief that a coach can make a difference, despite the nature of the challenges

Desire to grow professionally


Proof of immunity to rubeola (measles) and rubella (German measles), or proof of MMR immunization.

Willing to obtain a K-8 or K-12 Reading Endorsement


Effective: 2024-2025 SCHOOL YEAR
Location: 4 School Locations Available - Cavett, Lynn/Urquides, Booth-Fickett, & Dietz
FTE: 1.0 - 7.5 hours per day

Work Calendar: 9.5 month

Positions less than 30 hours per week are not eligible for district benefits.

Internal candidates will transfer at a rate commensurate with their bargaining unit language. For more information on salary schedule, please reference the Employee Agreements Webpage.

Probationary Contracts will be issued for any positions that are 0.6 FTE or less, and certified employees within their first three years with the District.

To view the full job description, please visit our website.

Tucson Unified School District is committed to a policy of nondiscrimination based on disability, race, color, religion/religious beliefs, sex, sexual orientation, gender identity or expression, age, or national origin.

Job Contact Information
Name Michelle Merrick
Title Program Manager, Academic Intervention
Phone 520-225-4971
Applications will be accepted
Tuesday, May 21, 2024 12:00 AM  -
Monday, September 2, 2024 11:59 PM
(Pacific Standard Time)

Application Instructions

Please click on the link below to apply for this position. A new window will open and direct you to apply at our corporate careers page. We look forward to hearing from you!

Apply Online