Instructional Coach – Primary Literacy Focus

EFFECTIVE: 2026–2027

Position Type: Exempt

New Teacher Contract: 191 days/year

FTE: 1.0. (.80 FTE Grant Funded/.20 FTE General Fund)

Benefits Eligible: Yes

POSITION SUMMARY: 

The Instructional Coach is responsible for integrating evidence-based practices into classrooms by collaborating with teachers and school leaders. This role focuses on developing teacher proficiency through individual and group professional learning, enhancing a deep understanding of research-based, effective instruction. This 4-year grant-funded position is primarily focused on supporting system-wide kindergarten through third-grade literacy programs with the goal to decrease the number of students reading below grade level (specifically those with Significant Reading Deficiencies) and increase the percentage of students meeting grade-level expectations by the end of third grade.

The coach aligns instructional support with the school leader's vision, and collaborates with classroom teachers, CDE-approved Implementation Consultant and district suport to prepare teachers to ensure classroom instruction, assessments align directly with Scientifically Based Reading Research (SBRR) and the Science of Reading through sustained focused observations, descriptive feedback, and a range of professional learning opportunities Instructional Coaches leverage experience with similar student populations, deep knowledge of best practices for a rigorous academic culture, the Science of Reading, and foundational literacy skills. They must possess the ability to lead through influence rather than authority to achieve meaningful, lasting results.

ESSENTIAL DUTIES AND RESPONSIBILITIES:  

• Improve teachers' level of rigor through the use of the cycle of improvement and increase authentic student engagement by developing teachers' instructional delivery through consistent and sustained modeling, co-teaching, regular observation, one-on-one coaching, co-planning, and providing actionable feedback.
• Ensure instructional strategies target explicit and systematic foundational skills (phonological awareness, phonics, fluency, vocabulary, and comprehension).
• Cultivate strong, purposeful relationships with all school contributors—including teachers, school leaders, and other instructional staff—to better leverage influence and support.
• Facilitate school-wide data collection across a variety of metrics, using formative assessment data to provide differentiated, targeted support to teachers and to track and evaluate program implementation.
• Establish the trust and credibility necessary to build leadership's capacity to observe, support, and allow staff to reflect deeply on their practices.
• Cultivate communities of adult learners engaged in deep thinking, intentional planning, evidence-based pedagogy, and the deliberate use of data to enhance instructional practices and student achievement.
• Serve as a core member of the mandatory School Leadership Team (SLT), participating in at least monthly meetings to evaluate literacy structures, track grant goals, and align building-wide systems.
• Coordinate and deliver professional development designed to build a deeper understanding of Scientifically-Based Reading Research and the Science of Reading.
• Train and support classroom teachers in the administration and interpretation of approved READ Act early literacy assessments and universal screeners (DIBELS).
• Lead data collaboration meetings to monitor student progress, identify achievement/skill gaps, and adjust instructional practices.
• Use the professional Code of Ethics and standards of practice to guide ethical decision-making.
• Perform other related duties as assigned or requested.

Key Qualities

• Skilled multi-tasker who remains detail-oriented and able to prioritize effectively in a dynamic environment.
• Deep understanding of adult learning theory and coaching cycles.
• Deep pedagogical knowledge of the Science of Reading and explicit, systematic instructional design.
• Data-driven and results-oriented; steadfastly focused on student achievement outcomes.
• Demonstrated experience using data to drive Multi-Tiered System of Supports (MTSS) structures and differentiating instruction for diverse learners (including English Language Learners and students with disabilities).
• Demonstrates a deep mastery of the curriculum to serve as an expert resource, effectively supporting teachers with instructional understanding and implementation.
• Strong strategic thinker who can analyze situations, quickly identify root causes, and develop workable solutions to complex instructional challenges.
• Exceptional relationship builder able to forge connections, gain trust across a wide range of stakeholders, and motivate others to meet ambitious goals.
• Balances confidence with humility; builds mutual trust in their skills and abilities to support staff growth.
• Flexible, adaptable, and willing to change course as needed to support the team in reaching goals.
• Remains positive in the face of systemic challenges; inspires others with practical optimism.
• Skillful communicator adept at motivating, inspiring, and conveying key instructional points both verbally and in writing.

SUPERVISION/TECHNICAL RESPONSIBILITIES:  

• None

BUDGET AND/OR RESOURCE RESPONSIBILITIES:  

• Prioritize and schedule work tasks independently.
• Create and implement effective and efficient process management strategies (e.g., procedures, scheduling, materials, and supplies).
• Maintain accurate coaching and intervention records in accordance with professional standards, state guidelines, and school system policy.

The education/training/experience, license/certification, general expectations, physical demands, and work environment factors described below 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.  

EDUCATION/TRAINING/EXPERIENCE:  

• Minimum of four (4) years of successful classroom teaching experience.
• Strong background in foundational reading skills, the Science of Reading, and primary literacy instruction.
• Demonstrated experience in coaching, mentoring, or leading certified staff.
• Demonstrated experience working within Professional Learning Communities (PLCs).
• Demonstrated skill in human relations, communication, and collaborative leadership.

LICENSES OR CERTIFICATIONS:  

• Valid Colorado Driver's License.
• Valid CPR and First Aid Certification.
• Valid Colorado Teaching License.

GENERAL EXPECTATIONS:  

• Demonstrates flexibility and adaptability in response to changing school needs.
• Possesses strong computer and educational technology skills.
• Works effectively with students and staff from diverse backgrounds and abilities.
• Collaborates seamlessly with supervisors, school leadership, and co-workers.
• Capable of understanding and executing complex oral and written instructions.
• Able to perform duties independently with minimal daily supervision.
• Communicates effectively and professionally with the entire School District community.
• Skilled in data analysis, instruction, coordination, problem-solving, and interpersonal interactions.
• Proactive, collaborative, and solution-oriented problem solver.
• Proficient in comparing, computing, synthesizing, and evaluating student data.
• Meets attendance standards and works the necessary hours to fulfill essential responsibilities.
• Maintains strict confidentiality regarding student and staff records.
• Upholds a positive attitude to cultivate a supportive professional learning community.
• Complies with all District policies and procedures.
• Adheres to federal and state laws, regulations, and policies.

ESSENTIAL PHYSICAL REQUIREMENTS:  

• Frequent lifting of 5 to 10 pounds.
• Occasional lifting of up to 50 pounds.
• Frequent sitting, bending, walking, and standing.
• Occasional stooping, kneeling, squatting, and reaching.

WORK ENVIRONMENT: 

• The noise level in the work environment is usually moderate.
• Clean, comfortable, and collaborative school environment.

REPORTS TO:

Principal

LOCATION:
Bishop Elementary School

SALARY:
Salary range $73,832 – $103,832 depending upon experience and qualifications.

BENEFITS:
At Englewood Schools, we provide a comprehensive benefits package designed to enhance employee well-being and satisfaction. Our offerings include Paid Time Off (PTO), medical, dental, and vision insurance, and pre-tax savings options through Health Savings Accounts (HSA) and Flexible Spending Accounts (FSA), with monthly District contributions for HSA. The costs for short and long-term disability programs are 100% covered, which provide financial protection in the event of illness or injury. Our Employee Assistance Program (EAP) provides counseling and support services, and our wellness programs are designed to promote a healthy lifestyle.

In addition to these benefits, we offer a comprehensive retirement plan through the Colorado Public Employees' Retirement Association (PERA), as well as additional retirement savings options including 401(k), 403(b), and 457(b) plans.  Optional voluntary plans are also available for life insurance, accidental death and dismemberment (AD&D), critical illness, cancer, and accidents, offering additional layers of security.

For more details about benefits at Englewood Schools, please refer to the Benefit Guide available on the District's website.
 

ADDITIONAL INFORMATION:

New hires or rehires will be responsible for the fingerprint processing fee required for background checks through the Colorado Bureau of Investigation (CBI).

Per the Negotiated Agreement, all teachers who start after the students' first day of school are designated as temporary.

Grant Funding Notice: .80 FTE portion of this posting is funded through the Early Literacy Grant. The grant will fund this portion of the position for a 4-year period.

CLOSING DATE:

 This position will close 6/14/2026.

APPLICATION INSTRUCTIONS:

All interested and qualified applicants must complete an online application.  Incomplete applications and resumes received in lieu of applications will not be considered.  Selected applicants will be contacted for an interview.

This job description is not intended to create any express or implied contract of employment or expectancy of continued employment for any definite term.

In compliance with Titles VI & VII of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, the Age Discrimination in Employment Act of 1967, the Americans with Disabilities Act, the Genetic Information Nondiscrimination Act of 2008 and Colorado law, Englewood Schools does not unlawfully discriminate against otherwise qualified students, employees, applicants for employment, or members of the public on the basis of disability, race, creed, color, sex, sexual orientation, marital status, gender identity, gender expression, religion, national origin, ancestry, family composition, or need for special education services. Discrimination against employees and applicants for employment based on age, genetic information, and conditions related to pregnancy or childbirth is also prohibited in accordance with state and/or federal law. Harassment, if it rises to the level described in state law, is a prohibited form of discrimination. To review Title IX policies and procedures, please click here. Inquiries or complaints may be referred to Dr. Rana Razzaque, Director of Opportunity, Access & Inclusion and Title IX Coordinator, 4101 S. Bannock St., Englewood, CO 80110, 303-806-2004 or may be filed directly with the Office for Civil Rights, U.S. Department of Education, 1244 North Speer Blvd., Suite 310, Denver, CO 80204. Complaints regarding violations of Title VII (employment) and the ADEA (prohibiting age discrimination in employment) may be filed directly with the Federal Office of Equal Employment Opportunity Commission, 950 17th St., Suite 300, Denver, CO 80202, or the Colorado Civil Rights Commission, 1560 Broadway, Suite 825, Denver, CO 80202.