Literacy Coach
Our Vision
Metro Nashville Public Schools will be established as the premier large school district in Tennessee and beyond by ensuring that every student is known.
Our Mission
We deliver a great public education to every student, every day.
Job Summary | |
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Qualifications |
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Regular and reliable attendance is an expectation of the job. |
EducationEducation LevelEducation DetailsRequired/
| Master's Degree | from an accredited institution in reading or with reading coursework | Preferred |
| Certification in English or reading, curriculum development, or a related field | |||||
| A reading endorsement or certificate | Preferred | ||||
| Certification and teaching experience in the tier |
Work ExperienceExperienceExperience DetailsRequired/
| 5 years of successful teaching experience | ||||
| Meets highly effective rating (4 or 5) on the most recent evaluation |
Essential FunctionsEssential Function
| The literacy coach champions the framework for MNPS ELA Literacy Instruction and supports implementation of the adopted ELA curriculum materials. In collaboration with the school leadership team, the literacy coach utilizes multiple sources of data to set school-wide pedagogical goals and develop, implement, and monitor the effectiveness of the plan to support literacy instruction. The literacy coach provides professional development for teachers in research-based best practices to implement the adopted MNPS ELA curriculum materials using information shared during Curriculum and Instruction meetings (e.g. MTSS Network Meetings, Literacy Coach meetings, etc.). The literacy coach partners with families, community members, and school-stakeholders to support the vision of the literacy plan. |
| The literacy coach engages with teachers and administrators in ongoing analysis of classroom and student level data to inform instruction. The coach utilizes group level data to make programmatic decisions, monitor student progress and further support professional learning. |
| The literacy coach supports teachers and their work with students through Professional Learning Community sessions focused on four main components: facilitating unit and lesson planning using the adopted ELA curriculum materials, analyzing student work to look for evidence of student thinking, rehearsing high leverage teaching practices, and analyzing classroom video to improve pedagogical practice. |
| The literacy coach builds the capacity of individual teachers by engaging in one-on-one coaching cycles with literacy teachers that consist of collaborative planning/pre-conferences, observations/modeling/co-teaching/videotaping, and collaborative reflection and debrief. |
| Supports the literacy development of individual students in a variety of ways which may include: modeling literacy best practices with whole and small groups, providing skills-based interventions or standards-based remediation, and administering diagnostic assessments to determine student needs. Literacy coaches should spend no more than 25% of their time providing direct instructional support to students. |
The literacy coach exhibits professionalism by: • committing to implementation of adopted ELA curriculum materials and integrity to the framework for MNPS ELA Literacy instruction; • continuous engagement in professional growth and efforts to strengthen their professional teaching knowledge, skills, and strategies; • participating in and promoting district-level professional development and assisting in the facilitation of district level professional development offerings; • attending and participating in all required meetings; • maintaining a collection of professional materials related to effective literacy instruction and current research; • maintaining all required documentation of coaching and instructional support. • promoting productive relationships with and among school and district staff. |
| Admission to the Metro Nashville Public Schools K-12 Literacy Coach Pool | ||
| Demonstrates appropriate use of tools, especially instructional technology, to enhance and extend instruction; maintains proficiency in instructional technologies. | ||
| Submission of a comprehensive lesson plan or video showcasing the candidate teaching a Tier 1 ELA or literacy lesson; or, a comprehensive coaching plan or video showcasing a conference with a teacher/colleague or a small or large group professional development session. | ||
| Submission of three letters of reference from current principal, colleague, and a teacher the candidate supported that speak to the candidate’s literacy skills, knowledge and expertise as well as interpersonal skills. | ||
| Mandatory attendance required at the summer MNPS Literacy Coach Institute training. | ||
| Strong background in literacy instruction. |
| • | Punctuality and consistent presence are essential to maintaining a productive and collaborative work environment. Regular in-person attendance is a fundamental expectation of this position. | |
| • | Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit. | |
| • | Complies with all laws, regulations, policies and standards. |
Physical Demands/Working Conditions |
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. 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. |
Physical DemandsPhysical DemandN/ARarelyOccasionallyFrequentlyConstantlyWeight
| Stationary Position | X | ||||||
| Move/Traverse | X | ||||||
| Stationary Position/Seated | X | ||||||
| Transport/Lifting | X | ||||||
| Transport/Carrying | X | ||||||
| Exerting Force/Pushing | X | ||||||
| Exerting Force/Pulling | X | ||||||
| Ascend/Descend | X | ||||||
| Balancing | X | ||||||
| Position Self/Stooping | X | ||||||
| Position Self/Kneeling | X | ||||||
| Position Self/Crouching | X | ||||||
| Position Self/Crawling | X | ||||||
| Reaching | X | ||||||
| Handling | X | ||||||
| Grasping | X | ||||||
| Feeling | X | ||||||
| Communicate/Talking | X | ||||||
| Communicate/Hearing | X | ||||||
| Repetitive Motions | X | ||||||
| Coordination | X |
| Notes: N/A - Not Applicable. Rarely - The physical demand or working condition is required on an occasional basis and the intensity is light. Occasionally - The physical demand or working condition is required sometimes, and the intensity is moderate. Frequently - The physical demand or working condition is required often, and the intensity is moderate to heavy. Constantly - The physical demand or working condition is required continuously, and the intensity is heavy. Weight - The weight refers to the amount of force required to lift, carry, push, pull, or hold objects. |
Working EnvironmentWorking ConditionN/ARarelyOccasionallyFrequentlyConstantly
| Extreme cold | ||||||
| Extreme heat | ||||||
| Humidity | ||||||
| Wet | ||||||
| Noise | ||||||
| Hazards | ||||||
| Temperature Change | ||||||
| Atmospheric Conditions | ||||||
| Vibration | ||||||
| Mechanical Parts | X |
| Job Title: | Literacy Coach |
| Job Code: | 6702009 |
| Job Family: | 67 – Education Administration Professionals |
| Sub-Family: | Curriculum and Instruction |
| Job Family SOC Code: | 11-9030 |
| Sub-Family SOC Code: | 11-9039 |
| FLSA Classification: | Exempt |
| Grade Ladder: | MNPS Certificated Teacher |
| Pay Grade: | MNPS.221_ |
| Duration (Days): | 201, 221 |
| Locations Type: | School-Based |
| Approved Date: | 1/1/1900 12:00:00 AM |
| Date Last Edited: | 2/13/2026 9:25:55 AM |
| Is Approved: | ☒ |
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