Under the direction of the Instructional Supervisor, the Program Coordinator – Elementary Literacy will coordinate teaching small intervention groups to children in assigned elementary schools and provide system-wide literacy expertise to educators. The incumbent of this position is required to travel to one or more school sites daily. The primary responsibilities are to provide intervention support and continuing professional development for educators and the Elementary Literacy Support Team, in collaboration with the Elementary K-5 Reading/English Language Arts (RELA) Office. The Program Coordinator will assist with providing professional development on coaching, current literacy practices and curriculum writing, and monitoring student progress through data analysis and informal observations.  

Works with educators and school administrators to facilitate the coordination of the school’s reading program, science of reading training, and district initiatives;

Provides and presents literacy modules on research-based practices for K-5 teachers throughout PGCPS;

Coaches, debriefs and provides on-site assistance to teachers in implementing literacy techniques;

Demonstrates a thorough understanding of the RELA curriculum by planning and modeling lessons with educators;

Trains educators on administering and analyzing assessments, applying the data to instruction and analyzing lessons taught;

Assists in data collection for progress monitoring and needs assessments;

Attends required systemic and school meetings as designated;

Visits schools to support reading leaders and leadership teams with learning walks/informal observations, and coaching Elementary Literacy Support Team members;

Works under the direction of the Instructional Supervisor to create curriculum, analyze data and monitor best practices in literacy;

Participates in ongoing professional development on coaching and classroom applications of literacy practices;

Provides ongoing documentation, data and reports related to the elementary literacy program;

Develops interactive system-level leadership proficiencies to become skilled at working with district administrators; and

Performs other duties as assigned.

Strong instructional skills and a broad knowledge of curriculum;

School-based teacher training in Reading/English Language Arts (RELA) creating and delivering professional development with coaching experience;

Effective knowledge of research-based literacy practices as applied to the K-5 classroom;

Proven leadership skills and the ability to understand the comprehensive language and literacy issues of young children;

Ability to organize and prioritize the many aspects of the position; effective time management, documentation and organizational skills;

Effective human relations skills; ability to establish and maintain effective working relationships;

Ability to work effectively and collaboratively with school administrators, classroom teachers, post-secondary staff, and professional organizations in providing rigorous academic experiences for all students;

Excellent written, oral, and interpersonal communication skills;

Ability to administer, monitor, analyze and use reading assessment data; and

Proficiency with computers, instructional technology, MS Office Suite (Word, Excel, Power Point) and Google applications. 

Bachelor’s degree from an accredited college or university required; Master’s degree preferred.  A minimum of five (5) years of elementary literacy experience and completion of Language Essentials for the Teaching of Reading and Spelling and/or a series of other professional development based on the science of reading research and/or structured literacy required.



Holds or is eligible for a Maryland Standard Professional Certificate in reading required; Advanced Professional Certificate preferred.



No direct supervisory responsibilities.



The physical demands are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is frequently required to stand, talk, hear, walk, sit, and use fingers, tools or controls. The employee is occasionally required to reach with hands and arms and stoop, kneel, crouch, or crawl. Specific vision abilities required by this job include close vision such as to read handwritten or typed material, the ability to adjust focus, and depth perception. While performing the duties of this job, the employee may occasionally push or lift up to 25 lbs.




The work environment characteristics are representative of those an employee encounters while performing the essential functions of the job.




None.