Literacy coach: Special Education & Reading Intervention

Position Overview

Literacy How is seeking an experienced literacy professional to serve as a Literacy Coach specializing in Special Education and Reading Intervention. The Literacy Coach supports high-quality literacy instruction for students in grades K–12 while building the capacity of teachers and school teams to provide effective, evidence-based reading instruction and intervention.

The Coach serves as a literacy content expert with specialized knowledge of the science of reading, reading and language development, assessment, Structured Literacy, special education, and reading intervention. The Coach provides job-embedded professional learning through professional development, classroom observation, demonstration lessons, collaborative planning, co-teaching, feedback conversations, data analysis, and ongoing coaching.

Working collaboratively with teachers, specialists, and administrators, the Coach helps schools identify students at risk for reading difficulties, interpret and use assessment data, design and implement effective reading interventions, and make data-informed instructional decisions. The Coach supports both standard-treatment protocol and problem-solving approaches to intervention within an MTSS framework and helps staff understand how assessment and intervention data can inform decisions related to special education referral, evaluation, and services.

The role is designed to build teacher knowledge, confidence, and expertise; strengthen the implementation of evidence-based literacy practices; and ultimately improve literacy outcomes for students, particularly those who struggle to learn to read.

Responsibilities

Coaching & Instructional Support

1. Coach teachers to collect, analyze, and interpret screening, diagnostic, progress-monitoring, and norm-referenced assessment data to identify student needs and develop targeted instructional and intervention plans.
2. Provide individualized and small-group instructional coaching to support effective implementation of evidence-based reading interventions, including lesson preparation, modeling, co-planning, co-teaching, observation, and non-evaluative feedback.
3. Work alongside teachers to translate knowledge of the science of reading and Structured Literacy into effective classroom and intervention practices.
4. Support teachers in adapting and intensifying instruction based on student response to intervention and ongoing progress-monitoring data.
5. Help teachers develop instructional practices that support students with dyslexia, specific learning disabilities, language-based learning disabilities, and other significant reading difficulties.

Assessment & Intervention

1. Collaborate with teachers and administrators to strengthen schoolwide systems for reading intervention, including standard-treatment protocols, problem-solving processes, and MTSS-aligned decision-making.
2. Support the administration, analysis, and interpretation of literacy assessments used to identify students at risk for reading difficulties and to inform instructional planning and, as appropriate, special education referral and evaluation.
3. Partner with school teams to develop intervention plans, establish appropriate progress-monitoring practices, monitor implementation, and adjust instruction based on student data.
4. Facilitate data meetings and collaborative problem-solving conversations that help educators connect assessment results to specific instructional decisions.

Professional Learning & Collaboration

1. Partner with teachers, special educators, interventionists, literacy specialists, administrators, and other school personnel to build a shared understanding of effective literacy instruction and intervention.
2. Support teachers in communicating effectively with families about students’ literacy strengths, needs, interventions, and progress.
3. Participate fully in district, school, and Literacy How professional development and contribute to a collaborative culture focused on continuous improvement in literacy instruction and student outcomes.

Qualifications

1. Five or more years of successful experience in reading intervention, special education, literacy instruction, or a closely related field, with demonstrated experience supporting struggling readers.
2. Deep knowledge of reading, writing, language, and literacy development, including how children learn to read and how reading difficulties may present across grades K–12.
3. Strong knowledge of the science of reading and evidence-based literacy instruction, including Structured Literacy principles and practices.
4. Knowledge of evidence-based reading interventions and experience supporting their implementation with fidelity.
5. Training or certification in Orton-Gillingham, Structured Literacy, Academic Language Therapy, or another evidence-based approach to reading intervention is preferred.
6. Strong understanding of MTSS, assessment, data-based decision-making, intervention planning, and progress monitoring, including the use of data to identify students at risk for reading difficulties and inform instructional decisions.
7. Experience working with students with dyslexia, specific learning disabilities, and/or other language-based learning disabilities.
8. Outstanding presentation, facilitation, communication, collaboration, and problem-solving skills.
9. Demonstrated ability to build trusting professional relationships with teachers, administrators, specialists, and families while maintaining a supportive, collaborative, and non-evaluative coaching stance.
10. Strong organizational skills and the ability to manage multiple coaching cycles, school partnerships, assessment and data meetings, and professional learning responsibilities.
11. A commitment to Literacy How’s mission of empowering teachers so that every child learns to read.

About Literacy How

Literacy How is a Connecticut-based nonprofit organization dedicated to transforming how reading is taught. Our mission is to empower teachers to ensure that every child learns to read.

Founded in 2009 by Dr. Margie Gillis, Literacy How brings the science of reading and evidence-based literacy practices into classrooms through professional development, coaching, mentoring, consulting, and online learning. Our vision is to close the opportunity gap and raise reading achievement for all students. Since our founding, Literacy How and its Mentors have worked with thousands of educators in hundreds of schools and districts across Connecticut and beyond.

At Literacy How, we believe that teachers are the key to improving literacy outcomes for students. Our work focuses on translating research into practical instruction that educators can use every day. Our Mentors work alongside teachers and administrators to build knowledge, model effective practices, analyze student data, and support educators as they apply and refine new approaches in their classrooms.

A significant part of Literacy How’s work is supporting educators who teach students who struggle to learn to read, including students with specific learning disabilities (SLD), dyslexia, and other language-based learning disabilities. Literacy How provides specialized training in Structured Literacy and evidence-based instruction for Tier 2, Tier 3, and special education settings.

Our coaching model is collaborative and non-evaluative. Literacy How Mentors meet teachers where they are, build on their strengths, and help them develop the knowledge, skills, and confidence to make effective instructional decisions. Coaching may include professional learning, classroom modeling, co-planning, observation, feedback, and analysis of student data.

Children are at the heart of all we do. We believe every child has the right to learn to read.

Why Join Literacy How?

This is an opportunity to join a mission-driven team of literacy professionals who are passionate about improving literacy instruction and supporting educators. The Literacy Coach will have the opportunity to:

• Work directly with educators and school teams to improve literacy instruction.
• Support teachers serving students with significant reading challenges.
• Translate current literacy research into practical classroom instruction.
• Collaborate with experienced Literacy How Mentors and literacy experts.
• Make a meaningful impact by building teacher capacity and improving outcomes for students who struggle to learn to read.
• Work across a variety of schools and districts, gaining experience with diverse instructional settings and school communities.

Flexible hours and additional contract work available.