Please contact the district or school with any questions regarding this position.

The Pre-K Literacy Coach will be responsible for coordination of the District's early literacy program in collaboration with the campus administration and the campus instructional coach. He/she will make sure students in Pre-K are correctly identified for early intervention in reading based on early reading screenings and progress monitoring assessments that occur throughout the year. He/she will assist with scheduling of identified students into reading groups as directed by the campus principal. The Pre-K literacy coach will ensure all staff administer progress monitoring at appropriate time periods and implement additional intervention strategies as needed. The Pre-K literacy coach will be the Wilson trained Fundations trainer on the campus as well as a trainer in early literacy strategies, centers management in Pre-K and train in early literacy assessments to include universal screeners and progress monitoring tools.


Support to the Principal and Campus – Responsibilities:


  • Facilitate the evaluation of early literacy programs to support teachers implement research-based practices in early literacy Pre-K.
  • Train teachers on the characteristics of effective and efficient classroom environments and provide focus on reading and learning strategies embedded in the reading programs being implemented.
  • Debrief with site principal as appropriate about possible actions that could be taken to improve campus early literacy strategies.
  • Train teachers and principals in critical components of early literacy instructional delivery.
  • Teach small groups of students who need assistance with early reading and model classroom best instructional practices.
  • Support the fidelity of the early literacy program implementation and intervention support.
  • Analyze early reading assessment data and assist the campus principal and teachers with planning professional development and tiered intervention and progress monitoring for students in Pre-K
  • Assist principal and grade/department chairs with planning and/or conducting Professional Learning Communities (PLCs) to analyze early reading assessments and plan for instruction.
  • Attend required District-wide professional development and school site professional development. The meetings may include: grade level meetings, district-wide professional development days, faculty meetings focused on instructional/pedagogical issues, professional development planning meetings.
  • Facilitate the Wilson Fundations early reading program campus wide.
  • Facilitate early reading assessment and progress monitoring in accordance with research based practices.
  • Work to insure Pre-K teachers are adjusting centers and using research based materials to teach the core components of early reading.
  • Assist with the alignment of Pre-k and kindergarten early reading.
  • Design, support and monitor the implementation of classroom literacy centers based on latest progress monitoring data.

Professional Development to Improve Instruction:

  • Provides on-site staff development to ensure that teachers are knowledgeable about program components, alignment of curriculum with TEKS and assessments in the area of early literacy.
  • Attends meetings/training required by the Elementary Curriculum Director in order to increase knowledge of curriculum components and implementation in all areas of early literacy.
  • Participates in collaborative PLCs to help analyze and utilize assessment data to improve student achievement, select students for early reading groups, and plan for progress monitoring.
  • Assist grade-level PLCs in setting goals for improved instruction.
  • Provides professional development on the use of assessments to guide classroom instruction in grades K-2 reading.
  • Provides focused professional development at each grade level on instructional delivery and intervention strategies.
  • Works with the Directors of Elementary Education, Director of Bilingual and ESL and campus principal to provide support for teachers who require additional assistance in teaching early reading.


  • Makes adjustments in the structuring of groups and program implementation and professional development by helping analyze data in early literacy from screening, diagnostic, progress monitoring and outcome benchmark assessments.
  • Guides teachers in the administration and monitoring of early literacy assessments.
  • Assists teachers in using data to identify students for intervention instruction at Pre-K.
  • Assists teachers in implementing continuous progress monitoring.
  • Assists teachers with monitoring and reporting student performance during the year to include progress monitoring information and computer based instruction reports.
  • Assists teachers in assessments and placement of students throughout the year.
  • Collects and organizes assessment data in an Assessment Report at Pre-K and helps evaluate the effect of campus based early literacy programs.


  • Meets regularly to review assessment data and to assess outcomes of goals established by grade level teams in grades Pre-K.
  • Articulates and oversees the implementation and curriculum scope and sequence of reading in grades Pre-K.
  • Assists Bilingual and monolingual teachers in using classroom data to plan classroom instruction.
  • Establishes effective time period for instruction, grouping and intervention and progress monitoring.
  • Along with the Director of Elementary Education and campus Principal, determines campus and district needs for professional development.
  • Establishes and monitors the use of the District's reading program in grades Pre-K such as TPRI, DIBELS, IDELS, Fundations, Waterford, Centers, etc.
  • Establishes guidelines for appropriate assessment administration and oversees and trouble shoots problems in Pre-K.
  • Uses assessment data to plan professional development.
  • Performs other tasks as may be assigned by Supervisor/Superintendent.

Support to Director of Elementary Education


  • Provide updates to ensure that all are knowledgeable about early reading student achievement progress, program components, TEKS and diagnostic/progress monitoring tools.
  • Meets regularly to discuss areas of strength and areas of need across the district and to strategize effective ways to meet these needs.
  • Communicates results of implementation visits by providing a early reading campus summary and other accountability reports.
  • Assists with state assessment program, as needed, including TELPAS and TEJAS LEE.
  • Facilitates the use of early reading technology in the teaching-learning process running reports and reporting out on program effectiveness or lack of.
  • Implements policy established by federal and state law, SBOE rule and local board policy related to early reading.
  • Provides instructional leadership in early reading program selection.
  • Compiles, maintains, and files all reports, records and documents as required.
  • Performs other tasks as may be assigned by Supervisor/Superintendent.


Must be a certified teacher who has expertise in early literacy curriculum assessment, instructional delivery and staff development.  The Pre-K Literacy Coach must possess a deep understanding of the scientific research base for instruction, extensive knowledge of reading program components and teaching experience within the field of early literacy areas.
The Pre-K Literacy Coach is knowledgeable about proven scientific based research strategies, appropriate use of assessment and intervention strategies for struggling students in the area of reading. The Pre-K Literacy Coach will work directly with the Elementary Curriculum Director and support the Campus Principal.


Bachelor’s degree, a valid Texas Teaching Certificate, and 3 years of teaching experience as teacher. Previous mentoring and coaching experience. Bilingual preferred.


Ability to read and interpret documents such as state and local rules and regulations, operating and maintenance instructions and procedure manuals in English. Ability to write routine reports and correspondence in English.


Ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagram form. Ability to deal with problems involving several concrete variables in standardized situations.


The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.


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

Frequent district-wide travel to multiple campuses as assigned. The noise level in the work environment is usually moderate.