Milwaukee Public schools is actively recruiting dedicated and highly qualified candidates for the Specialist II - Early Literacy (K3-Grade 3) positions. ;
Contracted through Milwaukee Public Schools, under the Wisconsin Department of Public Instruction (DPI) Wisconsin Early Literacy Coaching Program (WELCP), the Early Literacy Specialist works exclusively to strengthen a school's early literacy systems (5K¿3rd grade) and increase the percentage of students meeting or exceeding expectations on the reading portion of the 3rd grade Forward Exam. ;
The specialist serves as both a professional-learning facilitator and a system/instructional coach, supporting general and special education staff in implementing systematic, explicit, science-based literacy instruction that does not use three-cueing, consistent with Wis. Stat. § 118.015. ;
The Early Literacy Act 20 Coach (Specialist) position is funded by the WI Department of Public Instruction and WI DPI mandates deliverables from the coaches. ;
Applications for position are being accepted by the Office of Human Resources through Tuesday, August 18, 2026.
A current resume must be attached to the completed application. ;Additionally, ;ALL candidates must attach transcripts confirming the required degrees (unofficial transcripts can be submitted, however official transcripts will be required upon hire). ;
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If you are unable to electronically attach these documents, you must notify human resources that you are sending hard copies, [email protected].
If you are selected for the next stage of the interview process, you will be contacted via email to submit electronic professional references. Identified references will receive an online reference check to complete. ;
No applications or application materials will be accepted after the deadline date. ;
Appointment is subject to a criminal background check, a drug/alcohol test and credential verification. ;
Questions regarding this position or the application process should be directed to Dana Berlin, [email protected]
Required Licensure ;
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Wisconsin Reading Specialist License (17/5017) is required. If candidates do not currently hold the license, they must agree to be fully licensed within 18 months of their hiring date. MPS can not extend an offer of employment until DPI (or its designee) reviews and approves the candidate's qualifications. The cost of obtaining the license is the selected candidate¿s responsibility. ;
All of the Following Are Required ;
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Holds, or is eligible to hold, a Wisconsin Reading Specialist License (17/5017) within 18 months of the hiring date ;
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Meets the school/district's background check requirements (or, absent one, a background check meeting the contract's terms)
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Knowledge and demonstrated use of explicit, systematic instruction/assessment across all areas of science-based early literacy: phonological/phonemic awareness, oral language development, phonics, background knowledge, vocabulary, writing, comprehension, and fluency ;
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Knowledge and demonstrated use of techniques for explicit, systematic instruction that do not use three-cueing ;
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Knowledge and demonstrated use of strategies addressing reading achievement disparities (e.g., students with IEPs, characteristics of dyslexia, culturally/linguistically diverse students, students in poverty, English/multilingual learners) ;
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Successful experience delivering or supporting K¿12 literacy instruction (as a classroom, special education, EL/multilingual, or reading teacher; a 5K¿3rd grade coach; a building/district administrator; or a district reading specialist) ;
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Knowledge of best practices in early literacy coaching ;
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Knowledge of adult-learning principles (e.g., Learning Forward's Standards for Professional Development) ;
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Demonstrated ability to build relationships with adults, communicate clearly (including in writing), and collaborate with teachers/administrators individually and in groups ;
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Understanding of the Wisconsin Standards for ELA (2020), especially 5K through 3rd grade ;
Plus at Least 4 of the Following 8 Qualifications ;
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Understands and can apply best practices in early literacy coaching (e.g., recent completion of Coaching: Cornerstone of Change, or developing proficiency in the DPI coaching model) ;
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Experience coaching individuals/small groups through analyzing student learning data and adjusting instruction ;
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Experience conducting classroom visits to collect data on adult practice ;
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Experience planning and facilitating professional learning on explicit, systematic, science-based early literacy (non-three-cueing) and instructional coaching ;
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Applies adult-learning principles in large- and small-group facilitation ;
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Experience coaching teachers on evidence-based strategies addressing reading achievement disparities, including modeling/co-teaching ;
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Experience identifying and removing barriers in universal reading instruction ;
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Understands and can coach systems using Wisconsin's Framework for Multi-Level Systems of Support (MLSS)
Deliverable #1: Complete the Duties of the Early Literacy Coach ;
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Align coaching efforts with school/district improvement planning (e.g., ESSA, IDEA)
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Collect, analyze, and act upon data on classroom and building level screening, diagnostic assessment, and personal reading plans; provide related professional learning ;
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Complete a school-level 5K¿3rd grade literacy audit using a DPI template (alongside MPS¿s Reading Specialist) ;
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Meet regularly with the building administrator to review progress data ;
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Maintain confidentiality of students, staff, and families ;
Deliverable #2: Facilitate Systems Change ;
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Implement or improve the local Multi-Level Systems of Support (MLSS) for early literacy
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Create and implement a DPI-format early literacy coaching plan (professional learning plus individual/small-group coaching cycles) ;
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Use DPI-provided professional-learning materials as given, without modification ;
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Coach individual educators or small groups using the DPI coaching model ;
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Comply with prohibited-duties limits ;
Deliverable #3: Participation in Professional Learning ;
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Attend a Wisconsin Equitable MLSS Project framework training (school team, including the coach and administrator), if not previously completed ;
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Participate in DPI-directed professional learning, both in person and virtual
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Develop and implement an individual learning plan guided by self-assessment and the DPI coaching model ;
Deliverable #4: Reporting on Implementation and Impact ;
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Maintain and submit monthly progress documentation using DPI templates: coaching logs, professional-learning artifacts/attendance, educator feedback forms, and evidence of Learning Forward-aligned practice ;
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Be represented in DPI's annual legislative report (due October 15), covering coach counts, schools served, contracts entered/terminated, coach requests, Forward Exam/screening results, and training provided ;
The Milwaukee Public Schools does not discriminate in its programs, activities, facilities, employment, or educational opportunities on the basis of a person's sex, race, age, religion, color, national origin, ancestry, creed, pregnancy, marital or parental status, sexual orientation, or disability. Reasonable accommodations requested by qualified individuals with disabilities will be made in accordance with the Americans with Disabilities Act (ADA) of 1990, as amended by the Americans with Disabilities Act Amendments Act (ADAAA) of 2008.
In accordance with Wisconsin Statutes, every applicant for a position with Milwaukee Public Schools will be subject to the open records law. ; Any applicant not wishing to have his/her identity released, must submit a written statement to that effect to the Office of Human Resources. ; The identities of all "final candidates" may be released. ; Milwaukee Public Schools reserves the right to interview the best qualified candidates.
Prohibited Tasks ;
Per Wis. Stat. § 115.39(3)(d), the Agency may not assign the Early Literacy Coach any non-coaching duties. A first offense triggers a conference between the Agency and DPI; subsequent offenses may result in financial penalties (modified contract value) or, if repeated, contract termination. ;
Allowable Responsibilities and Duties ;
Prohibited Duties and Responsibilities
Side-by-side with teachers, analyze assessment data to make instructional/curricular decisions
Administering local or state assessments (screener, diagnostic, Wisconsin Forward Exam)
Modeling or teaching side-by-side with a teacher to strengthen a specific instructional strategy
Providing direct instruction to students in a universal or intervention setting
Supporting teachers in independently writing personal reading plans
Developing, revising, editing, or approving personal reading plans
Coaching conversations on implementation, learning targets, assessment strategies, and teacher well-being
Using or promoting three-cueing (Wis. Stat. § ;
118.015(1c)(c))
Non-evaluative classroom observation to inform school-level PD
Being assigned a homeroom, study hall, or ;
intervention/enrichment group
Preparation/follow-up for statewide professional learning requested by DPI
Monitoring students at recess, lunch, or other times
Sharing data with colleagues for school/personal improvement (respecting privacy)
Supervising or attending field trips
Regular meetings with the building administrator on the school's MLSS for early reading
Serving as the district reading specialist (Wis. Stat. § 118.015(2)) ¿ full-time coaches only
Meeting with other school-based coaches for program cohesion
Evaluating teachers or writing teacher improvement plans
