The WISD's Mission is to promote the continuous improvement of achievement for every student while providing high-quality service to our customers through leadership, innovation, and collaboration.

The WISD’s Vision is to be a leader in empowering, facilitating, and delivering a high-quality, boundary-spanning educational system that educates all children through an equitable, inclusive, and holistic approach.

SUMMARY:
The Coordinator will work across Washtenaw County to support the implementation of culturally responsive literacy instruction and intervention, focusing on addressing dyslexia laws in Michigan. The coordinator will provide coaching, professional development, and leadership to build teacher capacity in equitable and anti-biased literacy practices.

ESSENTIAL DUTIES AND RESPONSIBILITIES:

• Demonstrates a strong commitment to equity, social justice, and inclusion in all practices and position responsibilities.
• Demonstrates the ability to examine how his/her/their position (directly or indirectly) impacts educational inequities in student achievement outcomes.
• Engages in reflection and ongoing learning and development on critical concepts and terms identified in the Washtenaw ISD Educational Equity Policy including concepts such as cultural proficiency, racial equity, and systemic and structural inequities.
• Helps district leaders organize dyslexia screening, assessment, and diagnosis processes; advocates for students receiving appropriate services.
• Provide ongoing professional learning for teachers on structured literacy instruction, assistive technology, and dyslexia interventions.
• Demonstrates the ability to examine how his/her/their position (directly or indirectly) impacts educational inequities in student achievement outcomes.
• Manages, organizes, and responds to Q&A via email, phone, digital means, and/or face-to-face concerning PreK-3 literacy instruction, particularly concerning reading difficulties such as dyslexia.
• Advocate for adequate resources, staffing, and policies to sustain effective dyslexia programs.
• Attends relevant county and state-wide committee meetings as a critical and intelligent contributing member with an equity lens.
• Stay current on research and best practices for dyslexia identification and support, especially for marginalized student groups.
• Coach teachers in classrooms on differentiated instruction, explicit phonics, and cultural relevance in literacy.
• Collaborate with reading specialists/interventionists to intensify support for struggling readers with characteristics of dyslexia.
• Monitor literacy data with an equity lens; identify and address opportunity gaps.
• Supports districts in cultivating partnerships with families to increase engagement in literacy development.
• Promote culturally affirming and identity-safe literacy environments for diverse students.
• Stay current on the latest assistive technologies for reading and writing skill development.
• Engages in reflection, ongoing learning, and development on critical concepts and terms identified in the Washtenaw ISD Educational Equity Policy, including concepts such as cultural proficiency, racial equity, and systemic and structural inequities.
• In collaboration with the Achievement Initiatives Department, identifies, plans, organizes, designs, and implements learning opportunities in early literacy coaching and instruction, equity, and dyslexia at both at the district and county level.
• Attends project collaboration with colleagues at local, WISD and state levels.
• Engages in identity-based coaching and development of all educators.
• Attends interdepartmental planning and enactment of collaborative work with the Achievement Initiatives Team.
• Gives and receives feedback from adult learners in ways that foster growth and transformational development, particularly regarding literacy and equity.
• Advises in using literacy instructional practices and assessments related to literacy equity, social justice, and inclusion in professional learning sessions and seminars.
• Cultivates trust and takes a nonjudgmental, non-competitive approach to working with others.
• Believes that our best work happens in community and connection with one another.
• Is committed to the ethical use of data to serve children and equitable classroom instruction best.
• Is knowledgeable and committed to culturally relevant, responsive, sustainable, and research-informed teaching practices.
• OTHER DUTIES AS ASSIGNED.

SUPERVISORY RESPONSIBILITIES:

• N/A.

QUALIFICATIONS:
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. Alternative requirements that may be appropriate and acceptable to the Board of Education may be considered. The requirements below represent knowledge, skill, and/or ability. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.

EDUCATION and/or EXPERIENCE:

• Master's degree in reading/literacy education.
• Reading specialist endorsement.
• Five or more years of PreK-5 classroom teaching experience.
• Three or more years of experience in literacy coaching.
• A strong understanding of dyslexia and evidence-based literacy interventions is required.
• Special Education experience is a plus.
• Knowledge of culturally responsive pedagogy and commitment to educational equity.
• Skilled in coaching teachers and building collaborative relationships.
• Data analysis skills to identify student needs and monitor progress.
• Excellent communication and presentation skills.
• Extensive experience in learning and practice in literacy instruction and coaching (active participation in learning networks and experiences).
• Instructional experience working with adult learners, both virtually and face-to-face.
• Documented and demonstrable learning and practice in Culturally Relevant Teaching and learning on race and equity in education (such as active participation in Responsive Teaching Institute sessions, Justice Leaders and/or Courageous Conversations About Race)
• Experience in educational and organizational leadership with exceptional interpersonal skills.

• Knowledge of and commitment to equitable and ethical practices in using educational data, particularly from literacy assessments.
• Ability to solve problems in difficult and complex situations.
• Effectively manage multiple tasks and demonstrate practical time management skills to meet deadlines.
• Demonstrated success with supporting logistics for adult learning.
• Use of technology as an instructional and organizational tool.
• Excellent oral and written communication skills.
• Such alternatives to the above qualifications as the WISD Board may find appropriate and acceptable.

CERTIFICATES, LICENSES, REGISTRATIONS:

• A current valid driver’s license is required.

LANGUAGE SKILLS:

• Ability to work effectively and collaboratively with other departments, agencies, and individuals across the state of Michigan.
• Ability to write instructional plans for adult learners, professional correspondence, and procedures.
• Ability to effectively present information and respond to questions from groups of educators and the general public.
• Ability to express self clearly, both orally and in writing.

TECHNICAL SKILLS:

• Demonstrated proficiency in using a personal computer (PC) or MAC in a networked environment to utilize the Internet and other electronic communications mechanisms such as email, conferencing, bulletin boards, etc.
• Excellent knowledge of productivity applications such as Microsoft Office (word processing, spreadsheets, database, and presentation software) and other technology to support efficient and effective office operation is required.
• Ability to create web-based forms and documents.
• Ability to read and interpret general business periodicals, professional journals, technical procedures, governmental regulations, and forms.
• The ability to integrate technology into the everyday workflow is necessary.
• Ability to implement new technologies.

MATHEMATICAL SKILLS:

• Ability to apply the concepts of basic math, algebra, and geometry consistent with the duties of this position.

REASONING ABILITY:

• Ability to solve practical problems and deal with various concrete variables in situations with limited standardization.
• Ability to interpret instructions furnished in written, oral, diagram, or schedule form.
• Exhibit high professionalism with the ability to handle confidential information, use good judgment, plan and handle complex projects, and maintain a flexible attitude.
• Ability to define problems, collect data, establish facts, and draw valid conclusions.

INTERPERSONAL SKILLS:

• Ability to work independently with management guidance.
• Possess excellent customer service and communication skills with an educator and student-centered focus.
• Ability to build rapport with others and to serve diverse publics.
• Ability to take initiative, work well with others as a collaborative team member and exhibit good communication skills.
• Ability to work effectively and collaboratively with other departments, agencies, and individuals.

PHYSICAL DEMANDS:
The physical demands described here represent those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodation may be made to enable individuals with disabilities to perform essential functions.

While performing the duties of this job, the employee is regularly required to stand, walk, sit, talk, see, and hear. The employee is occasionally required to stoop, kneel, crouch, crawl, and reach with hands and arms. The employee repeatedly repeats the same hand, arm or finger motion. The employee must occasionally lift and/or move up to 35 pounds, such as books and training material. Specific vision abilities this job requires include close vision, distant vision, and the ability to adjust focus. This position may require extended virtual time on conferencing software and may require the individual to travel and/or drive to various off-site locations. The position requires the individual to sometimes work irregular or extended work hours and meet multiple demands from several people.

ENVIRONMENTAL ADAPTABILITY:
The work environment characteristics described here represent those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform basic functions.

The noise level in the work environment is quiet to loud depending upon the activity in the particular part of the day. The employee may be required to be outdoors for periods, and therefore subject to varying weather conditions, to accomplish the essential functions of this job.

FUNCTIONS OF POSITION DESCRIPTION:
This position description has been prepared to define the general duties of the position, provide examples of work, and detail the required knowledge, skills, and ability, as well as the acceptable experience and training for the position. The description is not intended to limit or modify any supervisor's right to assign, direct, and control the duties of employees under supervision. The WISD retains and reserves any and all rights to change, modify, amend, add to, or delete from any portion of this description in its sole judgment.

This position description is not an employment contract.

The WISD is an equal-opportunity employer in compliance with the Americans with Disabilities Act. The District will provide reasonable accommodations to qualified individuals with disabilities and encourage prospective and current employees to discuss potential accommodations with the employer.

TERMS:
Contract, salary and other employment conditions to be established by the Board of Education as reflected in the Non-Affiliated Staff Manual. This is a grant-funded position; continuation of this position relies on continued grant funding. 210 days. The starting salary ranges (dependent upon experience) from $81,396-$100,034.