School Literacy Coach (K-5) - Bennion Elementary - Internal Applicants Only

Please note that this posting closes at 3:00 pm on the date listed above.

School Literacy Coach - Bennion Elementary

This posting is for internal applicants only. The School Literacy Coach position requires a professional Instructional Coaching endorsement or willingness to obtain it within the first 2 years of placement in this position.

If you have any questions regarding the position, please contact Lisa McDonald, Principal, at (385) 646-4774 or email lmcdonald@graniteschools.org

or Christine Drummond, Associate Director of Elementary Core Learning, email cdrummond@graniteschools.org.

Job Title:School Literacy Coach (K-5)Department/Location:SchoolSupervisor:PrincipalSalary Schedule:Teacher Salary ScheduleLane Placement:A-G (based on qualifications)Contract Length:189 days (9 months)FTE:1.0FLSA Classification:ExemptSpecial Designation:Internal Applicants OnlyLast Revised:April 2026

To perform this job successfully, an individual must be able to perform each essential function satisfactorily, with or without reasonable accommodations. The requirements listed below are representative of the knowledge, skills, training, education, responsibilities, abilities; the machines, tools and equipment used; background; and any licenses or certifications required. Physical, punctual, reliable, and predictable regular attendance is an essential job function.

Job Summary

The School Literacy Coach works with K-5 classroom teachers to build instructional capacity and improve student achievement in English Language Arts (ELA). The coach supports implementation of the ELA Utah Core Standards through research-based literacy practices aligned to the Science of Reading using district-adopted resources. The School Literacy Coach provides sustained support to teachers through a continuum of job-embedded coaching and professional learning opportunities.

Essential Functions

• Instructional Coaching & Support:
• Provide job-embedded professional learning aligned to teacher and student needs through pre-planning, data collection, and reflective conversations.
• Support teachers in aligning instruction to curriculum and implementing effective literacy practices through coaching cycle interactions (e.g. in-class modeling, co-teaching, and shadow teaching.
• Develop and maintain confidential, positive, and collegial relationships with teachers while providing appropriate non-evaluative feedback.
• Professional Learning & Content Leadership:
• Develop and deepen own content knowledge of literacy theory and the Science of Reading through participation in district-level learning and personal coaching with district coaches and staff.
• Design and deliver professional learning based on principles of adult learning, supporting PLC work and school-wide literacy initiatives.
• Lead school-wide implementation of evidence-based instructional practices aligned to district and state literacy frameworks.
• Assessment & Data Analysis:
• Coordinate and oversee the administration of Acadience Reading, NWEA MAP, and other diagnostic assessments, ensuring scoring accuracy and inter-rater reliability.
• Support administration and staff in analyzing and interpreting data to evaluate and refine school-wide literacy instruction.
• Strategic Collaboration:
• Partner with school administration to align coaching work with the Continuous Improvement Plan (CIP) and District Strategic Plan.
• Serve on the school literacy and MTSS teams to establish and monitor Individualized Reading Plans (IRPs) to ensure literacy interventions are data-driven and aligned with individual student needs.
• Maintain coaching records and documentation using district-approved tools (e.g., ConnectHub).
• Collaborate with district staff to ensure school-level instructional practices and supports are aligned with district standards.
• Professional & Ethical Standards:
• Model professional and ethical standards and adheres to the Utah Professional Practices Advisory Commission (UPPAC) standards.
• Maintain records and confidentiality of all student information in secure locations.
  

Non-Essential Functions

• Other duties as assigned.
  
  

Required Knowledge And Skills

• Mastery of Science of Reading research, lesson design, and evidence-based ELA instructional strategies.
• Proficiency in analyzing and interpreting student assessment data to drive instructional decision-making.
• Knowledge of adult learning theory and the ability to facilitate professional growth in colleagues.
• Excellent oral and written communication skills with the ability to function as a collaborative member of a professional team.
• Demonstrated initiative, responsibility, and self-direction.
• Ability to manage time and schedules to maximize coaching effectiveness and teacher access.
  
  

Required Education, Training, And Qualifications

• Requires one of the following:
• A current Professional Educator License issued by the Utah State Board of Education (USBE) in a relevant license area: Elementary, Early Childhood Education, or Special Education (K-12).
• A current equivalent professional educator license from another state or country; individuals hired under this provision must obtain a Utah Professional Educator License by the end of their first school year of employment.
• Requires completion of LETRS training or equivalent.
• Requires a professional Instructional Coaching endorsement or willingness to obtain within 2 years of hire.
• A master's degree or higher in education or related field is preferred.
  

Required Prior Experience

• Requires a minimum of three (3) or more years of successful experience as an elementary-level classroom teacher; five (5) or more years is preferred.
  
  

Assigned Decision Making

• Authority to determine specific coaching interactions and strategies best suited for coaching cycles.
  
  

Non-Supervisory Interaction

• Interacts and collaborates with employees, board members, patrons, vendors, administrators, and secretaries in schools.
• Works collaboratively with other school-site coaches and participates in combined coaching meetings.
  
  

Supervisory Responsibility

• The School Literacy Coach is not a school administrator and does not evaluate or supervise employees.
  
  

Budget Responsibility

• Not applicable.
  
  

Working Environment

• Work is performed in a typical school environment and may involve extended periods of time at a keyboard or workstation.
  
  

Physical Requirements

• Communication: Regularly required to speak and/or hear.
• Mobility: Frequently required to stand, walk, reach with hands and arms, stoop, kneel, and crouch.
• Vision: Specific vision abilities required include close vision, distance vision, color vision, peripheral vision, and depth perception.
• Lifting: Must frequently lift and/or move up to 10 pounds and occasionally lift and/or move up to 25 pounds.