POSITION TITLE:

Structured Literacy Instructional Specialist

FLSA:

Exempt

SALARY:

Teacher Salary Schedule

WORK DAYS:

220

LOCATION:

Muscogee County Public Education Center (MCPEC)/Division of Teaching & Learning

REPORTS TO:

Executive Director of Curriculum and Instruction PK-12

REQUIREMENTS:

1. Educational Level:

Master’s degree in Reading/Literacy, Elementary Education, Special Education, Curriculum and Instruction, or closely related field from an accredited institution.

2. Certifications/Licenses:

Valid Georgia Teaching or Service Certificate at level 5 or higher; Education Specialist degree or higher in a closely related field preferred.

Must hold or be eligible for one or more:

· Reading Endorsement (Georgia)

· Dyslexia Endorsement (Georgia)

· Literacy Coach Endorsement (GaPSC, est. Dec 2026)

· Teacher Support And Coaching Endorsement (TSCE)

3. Experience:

Minimum of five (5) years of successful experience in K–5 classroom teaching with a strong emphasis on literacy instruction. Minimum of two (2) years of experience in a literacy coaching role, instructional coaching, teacher literacy leadership, or district/school-level curriculum role. Demonstrated experience designing and delivering professional learning for adult learners on the science of reading and/or structured literacy. Experience with universal reading screener administration, analysis, and data-driven decision-making. Experience supporting Multi-Tiered Systems of Support (MTSS) and evidence-based literacy intervention programs.

4. Continuing Education/Training:

Annual completion of Cox Campus/Georgia

Literacy Academy (GLA) required modules

5. Physical Activities:

Routine physical activities that are required to fulfill job responsibilities.

6. Skills, Knowledge and Abilities:

SKILLS are required to perform multiple, highly technical tasks with a need to routinely upgrade skills in order to meet changing job conditions. Specific skill-based competencies required to satisfactorily perform the functions of the job include: designing and facilitating high-quality professional learning for diverse adult learners; coaching and mentoring instructional personnel; analyzing complex student achievement data and translating findings into actionable instructional recommendations; evaluating instructional materials against evidence-based criteria; operating standard office equipment and utilizing pertinent software applications; planning and managing multiple projects simultaneously; preparing and maintaining accurate records and professional documents; and training, developing, and mentoring staff.

KNOWLEDGE is required to perform advanced data analysis; read, interpret, and synthesize highly technical research literature; compose professional reports, presentations, and instructional documents; and facilitate group discussions with diverse stakeholders. Specific knowledge-based competencies required to satisfactorily perform the functions of the job include: expert-level understanding of the science of reading, structured literacy, and evidence-based foundational literacy instruction including systematic phonics, phonemic awareness, fluency, vocabulary, comprehension, morphology, and orthography; deep knowledge of dyslexia identification, characteristics, and evidence-based dyslexia-specific interventions; thorough knowledge of Georgia’s K-12 English Language Arts (ELA) Standards and state legislation; understanding of HQIM evaluation, selection, and implementation; expertise in universal reading screener systems, progress monitoring tools, and literacy assessment; knowledge of MTSS frameworks and tiered intervention systems; understanding of applications in literacy education including AI-assisted instructional design, data analysis, and adaptive learning; and knowledge of instructional resource procurement, management, and budget stewardship.

ABILITY is required to schedule a significant number of activities, meetings, and/or events; routinely gather, collate, and/or classify data from multiple sources; and consider a wide range of factors when making recommendations. Flexibility is required to independently work with others in a wide variety of circumstances; analyze data utilizing complex and varied processes; and operate equipment using a variety of standardized and emerging methods. Ability is also required to work with a significant diversity of individuals and/or groups including coaches, teachers, administrators, cross-divisional teams, state-level committees, and community stakeholders; work with data of widely varied types and/or purposes; and utilize a variety of job-related equipment and technology platforms. Independent problem solving is required to analyze issues and create action plans in both instructional and systemic contexts. Problem solving with data requires analysis based on organizational objectives and research evidence; and problem solving with technology is moderate to significant. Specific ability-based competencies required to satisfactorily perform the functions of the job include: implementing structured literacy programs through coaching and professional learning; planning, organizing, and evaluating professional development programs; communicating technical and research-based ideas clearly and effectively to diverse audiences; establishing and maintaining effective working relationships with coaches, teachers, principals, vendors, and state-level partners; keeping abreast of literacy research and policy changes; promoting a collaborative team environment; prioritizing and organizing work under competing demands; facilitating consensus among individuals with diverse perspectives; maintaining confidentiality; and meeting deadlines.

1.

Serves as the district’s primary subject-matter expert on structured literacy, the science of reading, and evidence-based foundational literacy instruction for grades K–5, including systematic phonics, phonemic awareness, fluency, vocabulary, comprehension, morphology, and orthography for the purpose of ensuring all literacy instruction across MCSD is grounded in current, evidence-based research and aligned with the requirements and recommendations of the state of Georgia.

2.

Leads the review, evaluation, and alignment of K–12 (with a focus on K-3) literacy instructional materials with the science of reading and Georgia’s HQIM requirements, making recommendations to C&I Division leadership on curriculum adoption, supplemental materials, and program discontinuation for the purpose of ensuring students and teachers have access to evidence-based instructional resources that meet state standards.

3.

Develops and maintains a district-wide structured literacy resource repository, including model lessons, instructional routines, intervention protocols, assessment tools, and digital resources aligned with adopted HQIM for the purpose of ensuring coaches and teachers have immediate access to high-quality, ready-to-use instructional materials.

4.

Guides individual and systemic reflection on existing instructional routines and expectations through the lens of current science of reading research for the purpose of facilitating continuous improvement in literacy instructional practice across the district.

5.

Designs, develops, and delivers comprehensive professional learning on structured literacy and the science of reading for school-based academic coaches, classroom teachers, and building administrators for the purpose of building systemwide capacity in evidence-based literacy instruction and ensuring consistency of practice across all schools.

6.

Aligns all district-developed professional learning with state and district-approved instructional frameworks for the purpose of ensuring coherence between state and district professional learning systems.

7.

Designs coaching cycle professional learning content, ensuring that each coaching cycle’s focus area is grounded in structured literacy research and aligned with adopted curriculum for the purpose of maximizing the instructional impact of coaching interactions at the classroom level.

8.

Facilitates professional learning sessions for coaches and teachers for the purpose of supporting continuous professional growth.

9.

Supports the onboarding of new literacy coaches, teachers, and administrators with structured literacy content knowledge training for the purpose of ensuring new staff enter schools with a strong foundation in evidence-based literacy practices.

10.

Supports the research, identification, vetting, and integration of Artificial Intelligence (AI) tools and platforms that support structured literacy instruction, coaching workflows, data analysis, and personalized student intervention for the purpose of ensuring MCSD leverages emerging technology to accelerate literacy outcomes, keeping MCSD at the forefront of instructional technology integration in literacy education.

11.

Evaluates new and existing literacy resources, programs, and vendor offerings against evidence-based criteria and HQIM alignment standards, making data-informed recommendations for adoption, continuation, or discontinuation for the purpose of protecting instructional quality and maximizing the return on investment in literacy materials.

12.

Coordinates with content specialists across other subject areas to identify and develop cross-curricular literacy resources that support disciplinary literacy in science, social studies, and mathematics for the purpose of extending structured literacy principles across the full instructional program.

13.

Participates in coaching calibration sessions, co-facilitates targeted classroom walkthroughs with academic coaches, administrators, and district staff, and provides direct school-site instructional support when content-specific expertise exceeds the school-based coach’s current knowledge for the purpose of maintaining high-quality, evidence-aligned coaching and instructional practice districtwide.

14.

Serves as facilitator, trainer, master coach, and consultant for school-based literacy coaches, modeling effective strategies for classroom teachers across grade levels and establishing collaborative relationships that foster open communication about instructional challenges and successes for the purpose of building a culture of continuous improvement in literacy instruction.

15.

Supports the administration, analysis, and interpretation of universal reading screeners and district common assessments in literacy for the purpose of ensuring data-driven decision-making in instructional planning and intervention design.

16.

Analyzes district-wide literacy data (screener results, progress monitoring, Georgia Milestones ELA, NAEP) to identify trends, gaps, and instructional priorities, presenting findings and recommendations to C&I Division leadership, the Director of School Effectiveness, and the Superintendent’s cabinet for the purpose of informing strategic decisions about instructional priorities, resource allocation, and program effectiveness.

17.

Supports schools in developing, implementing, and monitoring tiered reading intervention plans for students with significant reading deficiencies, including students subject to the first- and second-grade retention provisions of HB 1193 for the purpose of ensuring all students receive timely, evidence-based support and that intervention documentation meets state requirements.

18.

Serves as a lead contributor to the development, review, and annual revision of MCSD’s district-level Unified Literacy Plan (required by January 1, 2027 under HB 1193) and supports building principals and literacy coaches in developing school-level plans for the purpose of ensuring alignment with state and district requirements.

19.

Monitors compliance with all state literacy mandates for the purpose of ensuring MCSD meets all statutory obligations and avoids compliance deficiencies.

20.

Serves as a district liaison to state agencies and Regional Educational Service Agencies (RESAs) as needed for the purpose of representing MCSD’s interests and staying current with statewide policy direction.

21.

Stays abreast of federal, state, and LEA mandates, policies, and procedures regarding literacy education and supports the preparation of required annual reports on literacy program implementation and student outcomes for the purpose of ensuring accurate and timely compliance reporting to the State Board of Education and the Georgia General Assembly.

22.

Performs other related duties, as assigned, for the purpose of ensuring the efficient and effective functioning of the work unit.