Coordinator IV Elementary Literacy - Regular Program

Coordinator IV Elementary Literacy

Position Purpose: Coordinates literacy curriculum, instruction, assessment, and professional learning in alignment with the district's pillars, instructional framework, and commitment to academic excellence. Supports campuses, teachers, principals, and district staff in implementing a rigorous, standards-aligned literacy program across elementary school grade levels, ensuring the use of high-quality instructional materials (HQIM), strong lesson design, and evidence-based instructional practices.

Essential Job Functions:

• Designs and adapts instructional planning calendars anchored in high-quality instructional materials (HQIM), and writes lessons for core programs, ensuring alignment to the FWISD Instructional Framework, and effective teacher internalization and delivery.
• Identifies, evaluates, and supports the adoption and integration of effective instructional resources into the curriculum.
• Contributes to the development of districtwide professional learning plans based on data trends and district initiatives.
• Builds the capacity of campus administrators and classroom teachers in collaboration with School Leadership to implement HQIM with fidelity, strong lesson delivery, and effective teacher internalization.
• Coordinates and delivers instructional support, assessment, and professional learning for all stakeholders.
• Designs, delivers, and supports professional learning aligned to instructional priorities and identified needs.
• Participates in train-the-trainer structures and delivers campus- and district-based professional learning to support high-quality literacy instruction.
• Provides on-campus professional development in collaboration with School Leadership when needed, aligned with district priorities.
• Supports campus leaders and teachers in planning, internalizing, and delivering standards-based lessons aligned to HQIM and the FWISD Instructional Framework.
• Collaborates with teachers on planning, internalization, and delivery of standards-aligned lessons, including daily demonstrations of student learning aligned to HQIM.
• Collaborates with other Content Coordinators across the Curriculum and Instruction division.
• Demonstrates a growth mindset and builds strong, productive relationships with teachers and campus leaders.
• Ensures accurate and timely records to document campus support.
• Attends department meetings, trainings, and professional learning as assigned.
• Demonstrates flexibility in scheduling and availability, including extended or adjusted work hours during peak delivery periods, large-scale distributions, inventory cycles, and urgent campus needs, to ensure timely, accurate, and responsive service.

Safety: Performs preventive maintenance on tools and equipment and ensures equipment is in safe operating condition. Follows established safety procedures and techniques to perform job duties including lifting and climbing; operates tools and equipment according to established safety procedures. Corrects unsafe conditions in work area and promptly reports any conditions that are not immediately correctable to supervisor.

Supervisory Responsibilities: None

Personal Work Relationships: All Fort Worth ISD employees must maintain a commitment to the District's mission, vision, and strategic goals. Exhibits high professionalism, standards of conduct and work ethic. Demonstrates high quality customer service; builds rapport/relationship with the consumer. Demonstrates cultural competence in interactions with others; is respectful of co-workers; communicates and acts as a team player; promotes teamwork; responds and acts appropriately in confrontational situations.

Other Duties as Assigned: Performs all job-related duties as assigned and in accordance with Board rules, policies and regulations. All employees are expected to comply with lawful directives in rare situations driven by need where a team effort is required.

Knowledge, Skills & Abilities:

• Deep knowledge of high-quality instructional materials (HQIM) and their implementation within a coherent, standards-aligned instructional system.
• Strong knowledge of lesson design aligned to the FWISD Instructional Framework, including planning for acceleration, scaffolded supports, multiple response strategies, and daily demonstrations of learning.
• Knowledge of effective instructional practices, pedagogy, and differentiation to ensure rigorous, student-centered learning environments that meet the needs of all learners.
• Knowledge of content-specific concepts, progressions, and structures within the assigned subject area.
• Knowledge of assessment design, data systems, and data analysis to inform instruction, monitor student progress, and drive reteach and acceleration.
• Knowledge of federal, state, and local policies related to curriculum, instruction, and services for diverse learners.
• Knowledge of culturally responsive practices and the ability to support inclusive, high expectation learning environments.
• Communication skills, including the ability to design and adapt curriculum and instructional materials in both languages preferred.
• Skill in designing and developing high-quality, vertically aligned curriculum, lessons, and instructional resources that drive effective teacher internalization and delivery.
• Skill in delivering high-impact professional learning, coaching, and instructional support aligned to district priorities.
• Skill in analyzing student performance data and translating insights into clear instructional actions.
• Skill in clear, concise written and verbal communication with diverse stakeholders across the organization.
• Skill in collaboration, consultation, and building the instructional capacity of teachers and campus leaders.
• Ability to organize, prioritize, and execute multiple high-leverage workstreams with strong attention to detail and urgency.
• Ability to support adult learning through coaching, modeling, and feedback that improves instructional practice.
• Ability to adapt and respond to evolving instructional needs across campuses and departments.
• Ability to use technology platforms to access data systems, develop materials, and communicate effectively.
• Ability to maintain strong working relationships and contribute to a high-performance, results oriented culture.
• Ability to engage in continuous self-reflection and professional growth.

Travel Requirements: Travels to school district buildings and professional meetings as required.

Physical & Mental Demands, Work Hazards Tools/Equipment Used: Standard office equipment, including computer and peripherals. Posture: Prolonged sitting and standing; occasional stooping, squatting, kneeling, bending, pushing/pulling, and twisting. Motion: Frequent repetitive hand motions, including keyboarding and use of mouse; occasional reaching. Lifting: Occasional light lifting and carrying (less than 15 pounds). Environment: Works in an office setting; may require occasional irregular and/or prolonged hours. Attendance: Regular and punctual attendance at the worksite is required for this position. Mental Demands: Maintains emotional control under stress; works with frequent interruptions.

Minimum Required Qualifications:

• Education: Bachelor's degree from accredited college or university in Education, content area, and/or a related field to subject being taught required; Master's degree from accredited college or university in Education, content area, and/or a related field to subject being taught preferred.
• Certification/License: Valid Texas Teaching Certification in subject and/or level of assignment.
• Experience: 3 years elementary teaching experience in Literacy with a track record of significantly increasing student achievement required. Experience designing, internalizing, and/or delivering curriculum and lessons aligned to high-quality instructional materials (HQIM) and facilitating professional learning that drives strong teacher internalization and implementation required. Experience with a diverse student population, especially in a large multicultural urban district preferred. Experience as an instructional coach, department head, team lead, grade level-lead, lead content teacher, or teacher leader with a track record of significantly increasing student achievement preferred.