REPORTS TO: District Elementary Literacy Coordinator
JOB CATEGORY: Teacher
FLSA STATUS/SHIFT: Exempt/First Shift
QUALIFICATIONS:
Education:
Bachelor Degree
Elemmentary Classroom Teacher or Elementary/Middle Level Education
Required - WI Act 20 Early Literacy Teacher Training
Required - hold or eligible to hold WI Reading Specialist License 17/5017
Knowledge:
Knowledge and demonstrated use of explicit and systematic instruction and assessment practices in all the following areas of science-based early literacy in 5K - 3rd grade: phonological awareness (including phonemic awareness); oral language development; phonics; background knowledge; vocabulary; writing; comprehension; and fluency
Knowledge and demonstrated use of techniques for explicit and systematic instruction for 5K - 3rd grade that do not use three-cueing
Knowledge and demonstrated use of instruction and assessment strategies to address reading achievement disparities in 5K - 3rd grade (including at least one or more of the following: students with IEPs, characteristics of dyslexia, who are culturally and/or linguistically diverse, who live in poverty and English or multi-lingual learners)
Successful experience delivering and/or supporting K-12 literacy instruction as an elementary teacher (e.g., classroom, special education, English- or multi-lingual learner, or reading teacher), a coach working in 5K - 3rd grade, building or district administrator, or district reading specialist
Knowledge of best practices in early literacy coaching
Knowledge of principles of adult learning (such as those included in Learning Forward's Standards for Professional Development)
Knowledge and demonstrated application of strategies to build relationships with adults, ability to communicate clearly (including in writing), and ability to collaborate with teachers and administrators in one-on-one, small or large groups, and in other settings to improve students' reading achievement
Understanding of Wisconsin Standards for ELA (2020), especially in 5K through 3rd grade
Experience: The candidate must have four of the following eight qualifications:
Minimum 3 years of teaching experience
Understands and can apply best practices in early literacy coaching as demonstrated by recent completion of Coaching: Cornerstone of Change or expected or developing in all areas of the coaching model provided by the DPI
As part of job responsibilities, has experience coaching individual or small groups of teachers through a process of analyzing student learning data (including informal assessment data such as observation notes, classroom assessments, and reading or writing samples) and adjusting instruction accordingly
Has experience conducting classroom visits to collect data about adult practice to inform next steps in coaching or professional learning DPI Log # 26-XXXXX WI Early Literacy Coach Program Page 15 of 20
As part of job responsibilities, has experience planning and facilitating professional learning for educators and leaders serving 5K - 3rd grade about explicit and systematic instruction in science-based early literacy without using three-cueing; providing instructional coaching for continuous improvement
Applies principles of adult learning in large and small group facilitation
Experience coaching teachers in evidence-based literacy instruction and assessment strategies to address achievement disparities in reading, including modeling or teaching side-by-side with a teacher to strengthen the teacher's use of a particular instructional strategy
Has experience identifying and removing barriers in universal instruction in reading to address achievement disparities
Understands and can coach systems in using Wisconsin's Framework for Multi-Level Systems of Support (MLSS)
RESPONSIBILITIES:
Side-by-side with teachers, analyze assessment data to make instructional or curricular decisions
Modeling or teaching side-by-side with a teacher to strengthen the teacher's use of a particular instructional strategy
Side-by-side with teachers, analyze assessment data to support teachers in being able to independently write personal reading plans
Engage in coaching conversations with individuals or small groups of teachers focused on one or more of the following:
studying and responding to teacher implementation of and student response to particular science-based early literacy instruction and assessment strategies
gaining clarity on learning targets
identifying assessment strategies for learning targets
adjusting instruction for students who are not learning or already know the learning targets; and - supporting the well-being of teachers focused on aspects of the teachers' well-being impact reading instruction (such as burn-out, self-efficacy, and change)
Non-evaluative classroom observation to collect data to inform school-level professional development training
Preparation or follow-up learning and tasks related to statewide professional learning as requested by DPI or its designee
Sharing data with colleagues for school and personal improvement, respecting student and school privacy
With the cooperation and support of the building administrator, at least weekly meetings with the building administrator to strengthen the school's multi-level system of support for early reading
Meet with other school-based coaches to ensure cohesion and intentionality in literacy programming
INTERPERSONAL QUALITIES:
Dedication to the mission, vision, core values and strategic goals of Kenosha Unified School District.
Effective communication skills (listening, speaking, writing and presenting).
Ability to facilitate effective meetings and to promote cooperation and communication among groups.
Strong leadership skills including the ability to work within the organizational structure to be receptive to, facilitate, and embrace any needed change.
Ability to multitask including, but not limited to, assembling, organizing, and maintaining work-related data.
Demonstrates integrity, courage, conviction, ethical behavior, sound leadership judgment and dedication to professional growth.
Ability to respect cultural differences.
PHYSICAL DEMANDS: Must be able to remain in a stationary position for long periods of time; occasionally required to move about inside the office/classroom; consistently and repetitively operates a computer and/or other office machinery including but not limited to copy machine and/or computer printer; consistently and regularly required to position self at sitting, standing, and stooping levels; regularly required to communicate and exchange accurate oral and written information with administration, staff, student, and the public; frequently moves items weighing up to 25 pounds.
DISCLAIMER: This preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees assigned to this job. [Text Wrapping Break]
EFFECTIVE DATE: August 24, 2026
SALARY RANGE: As per the approved KUSD Teachers Salary Structure
Minority candidates are encouraged to apply.
The Kenosha Unified School District is an Equal Opportunity Educator/Employer with established policies prohibiting discrimination on the basis of age, race, creed, religion, color, gender, national origin, disability or handicap, sexual orientation, or political affiliation in an educational program, activity, or employment in the District. The Superintendent of Schools/designee (262-359-6320) addresses questions regarding student discrimination, and the Chief Human Resources Officer (262-359-6333) answers questions concerning staff discrimination.
CREATED: May 2026