Literacy Coach

Building: Multi-School Assignment 

Location: Hyde Park

Desired Start Date: December 1, 2025

The Hyde Park Central School District is seeking a highly qualified and dedicated individual for the full-time position of Literacy Coach. This role is pivotal in supporting and enhancing literacy instruction across multiple elementary schools and at the district level.

Tentative Assignments

The Literacy Coach will primarily serve the following school locations, with responsibilities also extending to the District Office for planning and professional development:

Violet Avenue School

Netherwood Elementary School

North Park Elementary School

Ralph R. Smith Elementary School

District Office

Direct supervision for the Literacy Coaches will be the K-12 Director of Humanities

Hours

● 7 hour day. [Includes 40m lunch, 35m prep.] 

● On a given day, offer PD sessions one hour either before or after the regular teacher school day, flex schedule by one hour.

○ Calendar for scheduling

○ Note: all flex days need prior approval from Director of Humanities

● Elements of a typical day

○ Meeting with teachers and visit classrooms to support, differentiate, and/or modify literacy lessons

○ Coach and teacher will debrief/give/receive feedback regarding the lesson and identify elements of success and growth; coaches will not formally evaluate teacher performance (APPR)

○ Visiting building team meetings to discuss opportunities and support (example: support setting of student goals, monitoring progress, provide mini-lessons to staff)

○ Updating and maintaining an online presence about best practices in literacy instruction

○ Notes:

■ The majority of contact time should be spent working directly with teachers on best practices in literacy to enhance instruction and improve students outcomes.

Role

● The literacy coach role will generally fall into one of the following categories:

○ Demonstration lessons: teaching a literacy lesson during the literacy block with the

teacher observing, then debriefing afterwards. (e.g., UFLI, guided reading, writing)

○ Modeling strategies: teaching a comprehension or decoding strategy with the teacher observing or participating, then debriefing afterwards.

○ In-class support: in collaboration with the teacher, being present in the classroom to assist with lesson implementation

○ Coached lesson with active participation: teaching side-by-side with the teacher

○ Lesson or Unit Study: a collaborative process with a group of teachers to study lesson(s) or a unit to facilitate planning, analysis, and continuous improvement of instructional practices through live observation, evaluation of student learning, and goal-setting 

○ Small or large group training: before/after school PD sessions, Teacher Training Days, Superintendent's Conference Days. Sessions should be focused on literacy instruction, best practices, progress monitoring, and program implementation.

Frontline: provide information to Director of Humanities 

 Required Qualifications

Certification: Must possess a valid New York State teaching certification in one of the following areas:

Elementary Certification

Reading Certification (B-6 Literacy/K-12 Reading)

Knowledge: Demonstrated expertise in current Science of Reading and other literacy research, scientifically-based reading instruction (SBRI), and differentiated instructional strategies

 Preferred Qualifications:

Experience: 5-7 years as a classroom teacher or reading intervention teacher. 

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discounted college tuition 

free counseling, 

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travel discounts and more!