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Open nowPosted 2 hours agoWe saw it 31 min after it went up

Literacy Coach

ACCEL Schools245 open roles

Where
Michigan Online School
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Your applicationOpen nowLiteracy CoachACCEL Schools · Michigan Online School

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The clock on this job

Early applications get read.

13.8% of postings close within 7 days. Measured by our own scanner across the market. ACCEL Schools postings stay open a median of 32 days.

Share of postings closed within
  1. 2.2%1 day
  2. 4.7%3 days
  3. 13.8%7 days
  4. 22.3%14 days
  5. 37.8%30 days
  6. 59.0%60 days
This job: posted 2 hours ago

ACCEL Schools median: 32 days open

The posting

About the Team

Michigan Online School (MOS) is a K-12 tuition-free online public school in the state of Michigan. At MOS, we empower students to be their best by enabling them to learn in ways that are right for them – using innovative technology at home, at their proper level, and at their own pace.

The Literacy Coach partners with teachers, school leaders, and instructional teams to strengthen literacy instruction and improve student achievement. Through job-embedded coaching, professional learning, collaborative planning, classroom modeling, and data-informed support, the Literacy Coach helps educators implement evidence-based literacy practices aligned with Michigan academic standards and state literacy initiatives.

The Literacy Coach works collaboratively with teachers, principals, leadership teams, and data specialists to build instructional capacity, support effective literacy interventions, strengthen reading outcomes, and promote continuous school improvement. This position emphasizes a collaborative, relationship-driven approach to professional growth and instructional excellence.

Eligibility: Open to residents of Michigan

Essential Duties & Responsibilities

Instructional Coaching & Teacher Support

  • Build and maintain strong, collaborative relationships with teaching staff grounded in mutual respect, teamwork, and accountability.
  • Partner with classroom teachers to implement evidence-based early literacy instructional practices through job-embedded coaching.
  • Provide individualized and small-group coaching through classroom observations, instructional modeling, co-teaching, collaborative planning, goal-setting, and reflective conversations.
  • Model effective whole-group and small-group literacy instruction for teachers and students.
  • Support teachers in developing effective classroom literacy environments and implementing research-based instructional strategies and literacy programs.
  • Coach teachers in structured literacy lesson design and the implementation of practices aligned with state standards.
  • Provide ongoing feedback to help teachers reflect on, establish goals, practice, and refine instructional skills aligned with the Essential Instructional Practices in Literacy.

Data Analysis & Student Achievement

  • Analyze formative assessment, screening, and diagnostic data to develop and inform instructional plans.
  • Support teachers in collecting, analyzing, and using student data to guide instructional decisions and improve learning outcomes.
  • Administer and interpret universal screeners to identify students with characteristics of dyslexia.
  • Train and support teachers in identifying reading deficiencies and implementing appropriate evidence-based interventions.
  • Support the identification and implementation of instructional strategies to address students' individual literacy needs.

Professional Learning & School Leadership

  • Lead, organize, and facilitate professional learning communities (PLCs) and collaborative professional development opportunities for teachers.
  • Facilitate the school's literacy leadership committee and support the development of a comprehensive literacy continuum.
  • Assist building principals in identifying instructional strengths and areas of need related to literacy instruction.
  • Communicate student progress, instructional needs, and coaching outcomes with principals and school leadership teams.
  • Attend required coaching trainings, networking sessions, and professional learning opportunities.
  • Engage in continuous professional learning to remain current on research-supported literacy instruction, coaching practices, and the science of reading.

Required Qualifications & Experience

  • Valid Michigan teaching certificate.
  • Five or more years of successful teaching experience; virtual teaching experience preferred.
  • Experience facilitating professional learning at the grade-level or team level.
  • Demonstrated experience supporting students with dyslexia or characteristics of dyslexia, including the implementation of evidence-based reading interventions.
  • Training or certification in a dyslexia-focused instructional program.
  • Strong knowledge of reading and writing development, literacy acquisition, and evidence-based instructional practices.
  • Familiarity with Michigan's Dyslexia Handbook and state requirements related to early screening and intervention.
  • Knowledge of current Michigan literacy standards and legislation, including Public Acts 146 and 147.
  • Experience using formative assessments, universal screeners, and diagnostic assessment tools to inform instructional planning.
  • Ability to use classroom observation data and formative assessment practices to guide instructional coaching and professional learning.
  • Proficiency with technology-based instructional and organizational tools.
  • Demonstrated ability to build positive professional relationships and collaborate effectively with teachers, administrators, and other stakeholders.

Preferred Qualifications

  • Master's degree in Literacy or a related field, or Reading Specialist certification.
  • LETRS training or equivalent professional learning focused on research-based early literacy practices and the science of reading.
  • Additional training or certification in evidence-based structured literacy instruction.

About Us

“We believe that every child should be able to be anything they want in life, regardless of their birthplace and circumstances.” – Ron Packard, CEO & Founder

ACCEL Schools is a network of 80+ high-performing, public charter schools serving PK-12 students. We proudly advocate for school choice and work to address educational inequities throughout the United States. Our schools are inclusive and widely differ to reflect the unique values of the many urban, suburban, and rural communities we serve. Our brick-and-mortar, virtual, and hybrid schools specialize in closing educational gaps and offer innovative models such as career-technical education, sports training, bilingual programming, and more. We have been recognized and praised by legislators, authorizers, and researchers for providing exceptional education options to students in historically under-resourced communities.

We offer the following benefits:

Life benefits – time & peace of mind

  • Paid time off
  • Retirement contributions
  • Optional Basic Life and AD&D insurance
  • Voluntary life insurance (employee, spouse, child)
  • Discounted childcare at Early Learning Academies locations

Health benefits – stay well & thrive

  • Medical, dental, and vision insurance
  • Employee Assistance Program
  • Voluntary short-term disability insurance
  • Voluntary long-term disability insurance

Career benefits – keep growing

  • Career advancement opportunities throughout Pansophic Learning and our strong network of 4,000+ instructors and education professionals

EQUAL EMPLOYMENT OPPORTUNITY

It is our policy to abide by all federal, state and local laws prohibiting employment discrimination based solely on a person’s race, color, religious creed, sex, national origin, ancestry, citizenship status, pregnancy, childbirth, physical disability, mental and/or intellectual disability, age, military status, veteran status (including protected veterans), marital status, registered domestic partner or civil union status, familial status, gender (including sex stereotyping and gender identity or expression), medical condition, genetic information, sexual orientation, or any other protected status except where a reasonable, bona fide occupational qualification exists.

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