Position Overview
The mission of the Office of Teaching and Learning (OTL) is to provide educators with curricular resources, academic programs, and aligned professional development to ensure rigorous and joyful learning experiences for every student. OTL team members support school-based staff in implementing DCPS's existing academic programs while simultaneously working to rethink and redesign school programming, academic and curricular resources, and educator professional development.
Divisions/Teams
The Content and Curriculum division sets the vision for equity and excellence for each content area in DCPS schools by researching, creating, and curating curricular materials and providing aligned professional development experiences to ensure that all students have access to rigorous and joyful learning experiences every day in every content area. The division also supports schools and develops curriculum and programming in arts, health, physical education, library programs, STEM, global programs, advanced and enriched instruction, and curriculum and assessment innovation.
The Early Childhood Education division supports schools and families in providing PreK students with comprehensive learning experiences that foster confidence and independence. Approximately 6,000 children ages three to five attend early childhood classrooms in 78 elementary schools across the district, including several schools that offer Head Start programming. The division also manages Early Stages programming which works exclusively with children ages 2 years 8 months through 5 years 10 months and is responsible for meeting the District’s obligation under the Individual with Disabilities Education Act (IDEA) Part B (619) to develop a comprehensive child find system to identify and locate all preschool-age children in the District who have a disability. The division also manages the implementation of DCPS' Head Start grant.
The Language Acquisition division welcomes families of linguistically and culturally diverse backgrounds to DCPS, leads the process of identifying Multilingual Learner students, and supports schools in developing programs that supports English language acquisition and academic growth. This includes support during the academic day and as part of ELSAP, which is a targeted summer program for ML students. The LAD also manages DCPS compliance with the DC Language Access Act, providing translation and interpretation resources to school and central teams.
The Professional Learning and Educational Technology division sets a vision for professional development for DCPS as well as creates systems, tools, and structures to increase the efficacy of professional learning initiatives. This work includes LEAP, cluster-based PD, district PD and other learning opportunities. The team works across all DCPS offices to increase the cohesion of professional development and broad sharing of knowledge, while exploring new avenues and opportunities for meaningful development and learning for our educators. The team also leads efforts to enhance alignment and cohesion of professional learning initiatives and the integration of educational technology.
The Specialized Instruction division works to reduce the opportunity gap between students with IEPs and their non-disabled peers; and increases equity and excellence in schools through specific academic programming, related services, professional learning, school leadership development, family engagement, dispute resolution, and community partnerships.
The Content and Curriculum division sets the vision for equity and excellence for each content area in DCPS schools by researching, creating, and curating curricular materials and providing aligned professional development experiences to ensure that all students have access to rigorous and joyful learning experiences every day in every content area. The division also supports schools and develops curriculum and programming in arts, health, physical education, library programs, STEM, global programs, advanced and enriched instruction, and curriculum and assessment innovation.
As a successful secondary literacy intervention coach, you will serve as a member of the Secondary English Language Arts/Literacy team providing instructional coaching to intervention teachers and aligning the district-wide strategy with impact on student learning outcomes. The position is responsible for supporting the professional growth and development of intervention teachers to facilitate learning and independent application of effective instructional practices. The Literacy Intervention Coach will work with interventionists to improve student learning outcomes through effective implementation of HQIM-interventions.
The position provides support to teachers through co-planning, modeling, co-teaching, conducting classroom visits, analyzing data, and offering actionable feedback. The Literacy Intervention Coach will work closely with external vendors, the Manager of Assessments and Intervention, the grant manager, and other members of the Secondary English Language Arts team.
This position has been designated as Protection Sensitive. Pursuant to section 410 of Chapter 4 of the D.C. Personnel Regulations; in addition to the general suitability screening, individuals applying for or occupying protection sensitive positions are subject to the following checks and tests: Criminal background check; Sex Offender Registry check; Pre-employment drug and alcohol test; Traffic record check (as applicable); Reasonable suspicion drug and alcohol test; and Post-accident or incident drug and alcohol test.
The Manager, Coach, Literacy Interventions will report to the Director, Secondary ELA.
Essential Duties and Responsibilities
The below statements are intended to describe the general nature and scope of work being performed by this position. This is not a complete listing of all responsibilities, duties, and/or skills required. Other duties may be assigned.
Instructional Coaching & Teacher Development
- Provide differentiated, job-embedded coaching to secondary literacy intervention teachers through co-planning, modeling lessons, co-teaching, classroom observations, and feedback cycles.
- Support teachers in implementing HQIM-aligned literacy intervention curricula with fidelity while adapting instruction to meet diverse learner needs.
- Facilitate teacher learning that strengthens instructional decision‑making, use of data, and independent application of effective literacy practices.
- Build trusting, reflective coaching relationships that promote continuous improvement and adult learning.
Curriculum, Assessment, & Data Use
- Support literacy intervention teachers in analyzing formative, interim, and diagnostic assessment data to plan responsive instruction and monitor student progress.
- Collaborate with the Manager of Assessments and Intervention and external partners to align intervention instruction to district assessment systems and expectations.
- Support implementation of evidence-based instructional routines and progress-monitoring practices within literacy interventions.
Professional Learning & System Level Support
- Plan and facilitate professional learning experiences related to HQIM literacy interventions, instructional best practices, and data-informed instruction.
- Collaborate with external vendors to ensure aligned messaging, training, and implementation support for literacy intervention programs.
- Contribute to the refinement of district resources, tools, and guidance to strengthen secondary literacy intervention programming.
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Partner with OTL colleagues to ensure coherence between core ELA instruction and intervention supports.
Collaboration & Stakeholder Engagement
- Work closely with school-based leaders, intervention teachers, and OTL staff to support instructional coherence and shared goals.
- Communicate clearly and consistently with stakeholders regarding expectations, progress, and next steps.
- Support grant-related implementation and reporting in collaboration with the grant manager, as applicable.
Qualifications
Required Qualifications:
- Bachelor’s degree in Education, English, Literacy, or a related field, with a minimum of four (4) years of successful experience teaching secondary literacy and/or literacy intervention.
- Demonstrated expertise in evidence based literacy instruction and intervention practices for middle and/or high school students.
- Strong content knowledge of secondary English Language Arts and literacy development, including alignment to the Common Core State Standards.
- Proven ability to analyze student data (diagnostic, formative, and summative) and translate findings into instructional and intervention action.
- Deep understanding of the relationship between curriculum, professional learning, and assessment in driving student outcomes.
- Ability to establish and maintain effective working relationships with teachers, school leaders, central office colleagues, students, and external partners.
- Knowledge of research-based instructional practices, adult learning theory, and elements of high quality professional development.
- Strong facilitation and communication skills, including the ability to provide actionable feedback to educators.
Flexibility and mobility to work across multiple school sites and Central Office as required.
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Preferred Qualifications:
- Experience implementing or supporting HQIM literacy intervention programs, particularly HMH Read 180 (Comprehension and CODE) and/or STARI.
- Prior experience as an intervention teacher, instructional coach, teacher leader, or professional learning facilitator.
- Experience designing and facilitating in person and virtual professional learning for adult audiences.
- Familiarity with DCPS Essential Practices, the IMPACT framework, or similar teacher evaluation and instructional accountability systems.
- District level or cross school experience supporting instructional coherence and implementation at scale.
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STUDENTS FIRST: We recognize students as whole children and put their needs first in everything we do.
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COURAGE: We have the audacity to learn from our successes and failures, to try new things, and to lead the nation as a proof point of PK-12 success.
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EQUITY: We work proactively to eliminate opportunity gaps by interrupting institutional bias and investing in effective strategies to ensure every student succeeds.
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EXCELLENCE: We work with integrity and hold ourselves accountable for exemplary outcomes, service, and interactions.
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TEAMWORK: We recognize that our greatest asset is our collective vision and ability to work collaboratively and authentically.
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JOY: We enjoy our collective work and will enthusiastically celebrate our success and each other.
We are an equal opportunity employer and are committed to creating an inclusive, accessible workplace. We welcome and encourage applications from individuals with disabilities. Accommodation and/or application assistance is available upon request at all stages of the application and employment process. To request accommodation, please contact [email protected].
