Literacy Coach [SY25-26], secondary level - 1 year position en Malden Public Schools

This is a one year position for the 2025-26 school year

Overview of the Malden Public Schools:

The Malden Public Schools (MPS) is a richly diverse school district located within the Greater Boston area and accessible by the MBTA orange line train. Malden’s student body comprises approximately 6,500 students who represent 59 different countries and speak 67 different languages. We have 1 early learning center, 5 K-8 schools, and 1 high school. We are

committed to providing high expectations for all learners through rigorous instruction and culturally culturally and linguistically sustaining practices and pedagogy. MPS is a safe, welcoming, and collaborative district where we encourage and embrace a growth mindset. We believe that our diversity is an asset, and we are seeking candidates that reflect, embrace, and contribute to the strengths of our community.

Description:

A Secondary Literacy Coach is a specially prepared professional who has responsibility for supporting educators to drive the literacy performance of readers in general and struggling readers in particular in grades 6-12. The Literacy Coach will provide high-level literacy support for members of the school community.  The Literacy Coach in this role works closely with the building Principal, the Central Office Director of English Language Arts and Literacy, and other relevant school/district administrators, teachers, and parents to accomplish the goals outlined in the School Improvement Plan and the school systems requirements for the improvement of literacy instruction. The Literacy Coach’s full-time job is to improve reading instruction in the secondary schools in all components of literacy, as well as CCSS expectations of reading, writing, speaking, and listening. This individual will not have direct classroom duties nor will they have administrative responsibilities outside of the reading program, but will include support in literacy skills and strategies within content areas as well as the literacy block.  In the 2025-26 school year, the literacy coach will also oversee the Coursemojo pilot in district middle school grades.

Qualifications: 

1. Masters in reading, education, special education, or related field 
2. Three to five years prior teaching experience; preference for individuals with experience in varied positions, including reading teacher and classroom teacher, and experience with multilingual learners.
3. Valid MA Reading Specialist and/or Special Education certification preferred 
4. Experience and skill as a coach or mentor for adults on literacy related topics 
5. Excellent communication skills 
6. Deep understanding of scientifically based reading research and evidence-based practices for teaching reading and English Language Arts and assessing student progress toward achievement of benchmarks, as documented in coursework and experience as a teacher of reading 

Major Responsibilities: 

1. Professional Development 

• Establish clear goals for professional development that are consistent with literacy goals 
• Assist teachers in formulating own goals for professional development 
• Coach/mentor classroom teachers as they implement evidence-based instructional practices associated with the comprehensive reading program (core, supplemental, and intervention curriculum and instructional approaches
• Provide feedback during coaching on teaching effectiveness and fidelity to guidance as provided by the teacher's guide including concrete suggestions for improvements, especially related to strategies for working with struggling readers, Multilingual learners, and others with special needs within the regular classroom 
• Establish and oversee a peer mentoring support network for teachers as they implement recommended instructional practices include opportunities for teachers to visit one another's classrooms to observe the implementation of specified practices 
• Design school-based professional development in conjunction with the Central Office and school-based leadership team that is analytic, reflective, and inquiry-oriented (e.g. site-based content knowledge workshops on strategies aligned with scientifically based reading research) 
• Provide demonstration materials (e.g. videos, professional books) to support and extend professional development site-based opportunities 
• Act as catalyst for building a school learning community that focuses on integrated learning, building connections across grades 

2. Assessment 

• Help administer the literacy assessment screening, progress monitoring, diagnostic, and outcomes measures 
• Implement procedures for monitoring student performance associated with benchmarks
• Mentor/coach teachers as they utilize assessments in addition to those required by BSRI (e.g. classroom-based assessments), helping teachers to avoid over-assessing students or using redundant measures 
• Coach teachers as they analyze literacy assessment data to identify students who are making adequate progress or those in need of substantive intervention 
• Coach teachers on the use of assessment data to specially design instruction for individual students and to group students for classroom instruction 
• Collect and analyze data from the DIBELS and GRADE assessments, and any other data collected by the city; input the data into the DIBELS and GRADE websites and P drive. Meet with teachers on a regular basis to discuss student progress and look at student work. 
• Collect and analyze data; create instructional plans multiple times a year based on data, to support classroom instructions in a way that will meet the needs of students.

3. Curriculum and Instruction

• Use a range of effective strategies, analyze instruction, and provide clear, specific information on strategy implementation 

4. School Liaison 

• Meet regularly with the Central Office staff, Principal, APs and others to assess the quality of literacy instruction 
• Assist in the analysis of school-wide literacy strengths and weaknesses and formulate plans to improve student achievement in reading and teaching effectiveness 
• Create an atmosphere of trust and collaboration among staff to promote professional growth and accelerate the reading achievement of all students 
• Attend all professional development and networking meetings 

Salary In accordance with Unit A contact. 

To Apply: apply via School Spring