REDWOOD CITY SCHOOL DISTRICT

LITERACY COACH

Description and Goals:

The Literacy Coach supports high-quality literacy instruction across a K–8 school site by working directly with teachers to improve student outcomes in reading, writing, and language development. Alignment and training will be provided through the LCRSET grant and training model, and the coach provides job-embedded support through modeling, co-teaching, observation, and feedback cycles. The role focuses on strengthening Tier 1 instruction, supporting English Learners through designated and integrated ELD, and building teacher capacity through ongoing professional development.

The Literacy Coach collaborates with grade-level teams, administration, and MTSS staff to analyze data, plan instruction, and ensure alignment of literacy practices across the school. This position plays a key role in implementing evidence-based literacy strategies and ensuring consistency with district curriculum, LCAP goals, and schoolwide priorities.

Primary Responsibilities:

Instructional Coaching & Support

Provide job-embedded coaching to teachers through cycles of modeling, co-teaching, observation, and feedback aligned to the LCRSET framework.
Support implementation of district-adopted literacy curriculum (e.g., Benchmark, foundational skills programs, and supplemental resources).
Assist teachers in delivering explicit, systematic instruction in foundational reading skills (phonics, fluency, vocabulary, comprehension).
Promote effective instructional strategies such as:
- Structured literacy practices
- Reading comprehension routines
- Academic discourse and writing from text
Support both designated and integrated ELD instruction, with an emphasis on biliteracy and language development.

Professional Development & LCRSET Alignment

Design and facilitate professional learning aligned to the LCRSET training model, including:
- Structured literacy practices
- Science of Reading-aligned instruction
- Differentiation and scaffolding for diverse learners
Lead site-based PD, grade-level collaboration, and literacy-focused PLCs.
Participate in required LCRSET trainings and ensure implementation of grant expectations at the site level.
Build teacher capacity through sustained professional learning, not one-time trainings.

Data Analysis & Instructional Planning

Collaborate with teachers and grade-level teams to:
- Analyze student data (i-Ready, Literably, BPST, ELPAC, curriculum-based assessments)
- Identify students in need of support and plan targeted instruction
Support the development and monitoring of SMART goals within PLC cycles.
Use data to guide instructional decisions and monitor progress toward grade-level proficiency.

MTSS & Intervention Support

Work closely with the MTSS TOSA, administration, and intervention staff to align literacy supports across Tier 1 and Tier 2.
Assist in identifying students needing intervention and ensuring interventions are aligned to classroom instruction.
Support progress monitoring systems and ensure data is used to adjust instruction.

Collaboration & Leadership

Partner with site administration to ensure literacy priorities align with the School Plan for Student Achievement (SPSA) and LCAP goals.
Serve as a member of the site leadership team and contribute to schoolwide planning.
Support vertical articulation across grade levels (K–8) to ensure coherence in literacy instruction.
Collaborate with district instructional coaches and Ed Services to ensure alignment with district initiatives.

Family & Community Engagement

Support family literacy efforts by:
- Providing resources and strategies to families
- Participating in literacy-related family engagement events
Promote understanding of grade-level expectations and ways families can support reading at home.

Duties:

Coach and assist teachers in the implementation of a balanced literacy program including modeling of best teaching practices
Attend special in-service meetings and conferences to keep abreast of new

developments in literacy

Facilitate the integration of literacy into all curricular areas
Participate in providing support to identified target students
Provide districtwide professional development trainings
Complete monthly status reports to the district administrators
Assist in the literacy school plan
Attend all LCRSET Training
Provide ongoing communication with site administrators to share site progress of LCRSET implementation

Qualifications

Valid California Teaching Credential
Minimum of 5 years of successful classroom teaching experience (K–8 preferred)
Demonstrated expertise in literacy instruction, including foundational skills and comprehension
Experience working with English Learners and diverse student populations
Knowledge of the Science of Reading and structured literacy approaches
Experience in coaching, professional development, or teacher leadership preferred

Criteria for Selection:

Demonstrated expertise in literacy instruction, including foundational skills and comprehension
Experience working with English Learners and diverse student populations
Knowledge of the Science of Reading and structured literacy approaches
Experience in coaching, professional development, or teacher leadership preferred

Strong understanding of evidence-based literacy practices
Ability to analyze and use multiple data sources to inform instruction
Skilled in facilitating adult learning and providing constructive feedback
Strong communication and collaboration skills
Ability to build trust and maintain a growth-oriented coaching relationship

Works in classrooms, professional learning settings, and collaborative team environments
May require participation in after-school professional development or family engagement events

WORK ENVIRONMENT

While performing the responsibilities of this position, the work environment characteristics listed below are representative of the environment the employee will encounter:

Usual office and classroom working conditions.

PHYSICAL DEMANDS:

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee is continuously required to speak and listen for extended periods.
Required to sit or stand for long periods, and to regularly walk; use hands or fingers to handle, or feel objects, tools, or controls; reach with hands and arms; and stoop, kneel, crouch or crawl.
Regularly lift and move up to 25 pounds.
Specific vision abilities required for this job include close vision, peripheral vision, depth perception, and the ability to adjust focus.
Required to have the physical, mental, and emotional stamina to fully perform the duties and responsibilities of the position, and the mental acuity to collect, evaluate, and interpret data; to reason; to define problems; to establish facts; to draw valid conclusions; and to make effective judgments and decisions.

TERMS OF EMPLOYMENT

Salary and benefits shall be paid consistent with the RCTA salary and benefit policy.

The RCSD Human Resources Department retains the sole right and discretion to make changes to this job description.

An Equal Opportunity Employer

The Redwood City School District (RCSD) is an equal-opportunity employer that is committed to diversity and inclusion in the workplace. We prohibit discrimination and harassment of any kind based on race, color, sex, religion, sexual orientation, national origin, disability, genetic information, pregnancy, or any other protected characteristic as outlined by federal, state, or local laws.

This policy applies to all employment practices within our organization, including hiring, recruiting, promotion, termination, layoff, recall, leave of absence, compensation, benefits, training, and apprenticeship. RCSD makes hiring decisions based solely on qualifications, merit, and business needs at the time.

The Redwood City School District seeks to employ individuals who represent the rich diversity of cultures, language groups, and abilities of its surrounding communities

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