Exhibit_A_-_Regional_Literacy_Coaching_Coordinator_Minimum_Qualifications.pdf

1 | Regional Literacy Coaching Coordinator Position Description | 2025-2026

Regional Literacy Coaching Coordinator

FY26-FY27

Overview and Background To align with the Department’s strategic focus on literacy and the investment through the proposed budget to improve literacy outcomes in the lowest performing schools, the role of Regional Literacy Coaching Coordinator has been established. These positions will provide direct oversight, support, technical assistance, coaching, and professional learning to literacy coaches funded by the Department.

These positions will also contribute to local, regional, and state level data analysis and the development, implementation, and support for Ohio’s Plan to Raise Literacy Achievement. Regional literacy coaching coordinators will support the implementation of evidence-based practices, effective local implementation, and enabling context that will result in significant outcomes for Ohio’s lowest performing schools.

Qualifications The following are the minimum qualifications of the personnel:

1. A master’s degree in reading or literacy education, or master’s degree in a related area with either reading or literacy endorsements on state license

2. Expertise in how to improve student learning through the implementation of high-quality evidence-based reading/literacy strategies

3. Completion of a professional development program accredited by the International Dyslexia Association (accreditation or accreditation plus level)

4. Three to five years of successful classroom teaching that includes reading/literacy instruction in grades preschool-grade 12

5. Experience as a provider of professional development and technical assistance specific to evidence-based language and literacy development

6. Evidence of successful experience with coaching and consulting skills

7. Evidence of successful management skills, including building relationships, problem solving, giving and receiving feedback, leading projects and/or teams, interpersonal skills and motivating others to perform at high standards

8. Knowledge of how to collect, analyze and use student data and adult implementation data

9. Experience working with administrators

10. Experience facilitating or participating in the Ohio Improvement Process

The following are the preferred qualifications of the personnel:

1. Experience with culturally responsive practices

2. Experience facilitating and interpreting screening measures for identifying students at-risk for reading failure

3. Experience facilitating and interpreting adult implementation data

4. Experience providing and coaching structured literacy instruction

5. Experience designing and implementing district-wide or school-wide multi-tiered system of supports

6. Experience leading and coordinating staff in a schoolwide initiative

7. Experience supervising staff

Amanda Hudson Exhibit A

2 | Regional Literacy Coaching Coordinator Position Description | 2025-2026

General Responsibilities The Regional literacy coaching coordinator will work with the Ohio Department of Education and Workforce to support the implementation of Ohio’s literacy coaching model by coordinating and overseeing literacy coaching services to school districts, community schools, and STEM schools with the lowest rates of proficiency in literacy, focused on providing cohesive, sustained, intensive, classroom-focused supports.

Major Duties and Responsibilities The following are the major duties and responsibilities of the position:

PROVIDE OVERSIGHT AND SUPPORT TO LOCAL LITERACY COACHES

AND ACTIVITIES WITHIN DESIGNATED REGION (80% OF TIME)

• Model effective coaching and feedback practices.

• Monitor district-level, school-level, and classroom-level data to help provide targeted support to districts, literacy leadership teams, coaches, and teachers.

• Support the completion of partnership agreements with designated schools.

• Support administrators in developing, implementing, and monitoring district or building-level literacy improvements, aligned to Ohio’s Plan to Raise Literacy Achievement and the requirements of Ohio’s literacy policies.

• Provide feedback and support to literacy coaches regarding coaching practices and implementation plans.

• Meet regularly with literacy coaches to provide technical assistance, support, and evaluation.

• Evaluate the progress and performance of literacy coaches, provide feedback, and support goal setting.

• Provide one-on-one and small group support, conferencing, and problem-solving

• Monitor coaching services, maintain internal records, and engage in ongoing communication to DEW.

• Provide training, professional learning, and coaching for literacy coaches on:

o Evidence-based strategies for effective literacy instruction o Data-based decision making to meet the needs of all students in literacy o Implementation of science and the development of a schoolwide model for MTSS o Instructional and systems coaching practices o Selection and de-selection of instructional materials, programs, and practices for literacy

PROVIDE REGIONAL OR STATE-LEVEL SUPPORT

TO IMPLEMENT OHIO’S LITERACY COACHING MODEL AND SUSTAINABLE LITERACY

PRACTICES (20% OF TIME)

• Collaborate with other Regional Literacy Coaching Coordinators to support the implementation of Ohio’s coaching model.

• Participate in regional literacy networking opportunities and support district and school involvement, under the direction of DEW.

• Participate in ongoing training, support, and networking to provide consistent communications and implementation of Ohio’s Plan to Raise Literacy Achievement.

3 | Regional Literacy Coaching Coordinator Position Description | 2025-2026

• Support the development of resources, tools, and guidance to encourage the implementation of literacy coaching in districts, schools, and early care and education programs.

• Support the development of synchronous and asynchronous professional learning aligned to Ohio’s literacy coaching model.

• Maintain feedback loop with the Department and participate in external monitoring efforts related to all coaching activities as directed by the Department.

Knowledge, Skills, and Dispositions

KNOWLEDGE

• Reading acquisition, assessment, and instruction.

• Effective strategies for language and literacy instruction, aligned with the science of reading.

• Explicit and systematic reading instruction.

• Ohio’s Learning Standards in English language arts and literacy.

• Instructional coaching practices and strategies for supporting adult learners.

• Data-driven decision making to support all learners through a multi-tiered system of support.

• Implementation science.

SKILLS

• Deliver explicit and systematic reading instruction.

• Administer assessments and measures of essential early literacy skills, interpret results, and using data to drive instruction.

• Administer system fidelity assessments, interpret results to set goals, identify additional professional learning needs, and recommend changes to improve schoolwide and/or classroom instructional practices.

• Ability to rapidly acquire and apply new skills and information.

• Ability to provide and receive effective feedback.

• Ability to effectively prioritize, schedule, manage, and organize multiple daily tasks, both in person and virtually, to achieve goals.

• Ability to identify problems and develop appropriate solutions.

• Ability to manage individuals and deliverables related to a project.

• Ability to use technology to meet, communicate, and engage with stakeholders and staff.

• Use effective written and oral communication skills, including the ability to engage in difficult and candid conversations with a variety of stakeholders.

• Ability to gather and submit data from multiple sources on a regular basis with a high degree of accuracy.

DISPOSITIONS

• Sense of urgency for literacy achievement.

• Motivate others to perform at high standards.

• High degree of professionalism to ensure and protect the confidentiality of educators and students.

• Strong work ethic, self-directed and reliable, and the ability to work both independently and collaboratively.

• High quality interpersonal skills and the ability to relate to and interact with peers and colleagues.

• Persistent despite obstacles.

4 | Regional Literacy Coaching Coordinator Position Description | 2025-2026

• Ability to orchestrate change.

• Valuing lifelong learning.

• Belief that a coach can make a difference, despite the nature of the challenges.

• Desire to grow professionally.