What are the responsibilities and job description for the MTSS Reading Coordinator position at Michigan Association of School Boards?
Deadline: May 23, 2025
District/Organization: Charlevoix-Emmet Intermediate School District
Position/Type: Other, full time
Position Details
POSITION:
MTSS Reading Coordinator
QUALIFICATIONS:
- Bachelor’s degree in Education, Special Education, or a related field with an emphasis in literacy
- Master’s degree preferred
CERTIFICATES, LICENSES, OR OTHER CREDENTIALS:
- Michigan Teaching or Administrative Certificate (or equivalent);
- Evidence of specific training such as structured literacy, instructional coaching, LETRS, and dyslexia
EXPERIENCE:
- Strong knowledge of reading development, assessment, and intervention strategies.
- Experience with an MTSS framework and data-driven decision-making.
- School-level implementation experience in the Science of Reading, Structured Literacy and Dyslexia within an MTSS framework.
- Experience working with diverse student populations.
- Experience with specific reading intervention programs (e.g., Orton-Gillingham, etc.).
- Experience with educational technology.
- Experience providing professional development and coaching utilizing adult learning principles.
JOB FUNCTIONS:
MTSS Capacity Development
- Develops, plans and implements ISD-wide systems for the literacy components of a multi-tiered system of support framework designed to serve all students preK-12 across all districts including:
- Building collective understanding of the core components of a MTSS framework for literacy amongst ISD and district staff.
- Collaboratively identifying opportunities to integrate social, emotional and behavioral health into the reading components of an MTSS framework to prevent, teach, and respond to behavioral difficulties that occur as a result of literacy challenges.
- Developing professional learning content specific to reading MTSS.
- Co-creating a regional plan to build professional learning capacity in the core components of a literacy MTSS framework.
- Co-creating a regional plan to build capacity to coach teachers, leaders and teams to implement and sustain the core components of a literacy MTSS framework.
- Consider methods for instructional coaching models for teachers and interventionists.
- Collaborate with ISD and district staff to develop and refine MTSS processes and procedures.
Data Analysis and Progress Monitoring:
- Develop ISD and local district staff capacity to collect, analyze, and interpret reading assessment data through the use of a data dialogue (or similar) process.
- Establish and monitor progress monitoring systems to track student growth.
- Generate reports and communicate data findings to stakeholders.
- Co-construct professional learning for teachers, leaders, coaches and teams in how to use reading fidelity and student assessment data across all tiers at the school, district, and regional levels.
Instructional Support and Coaching:
- Identifies readiness criteria for local districts to begin installing the reading components of an MTSS framework that integrates social, emotional, and behavioral health.
- Deepens knowledge and understanding of a Tier 1 literacy framework and the foundational components of the literacy system through the Literacy Leader Network.
Provide and/or coordinate professional development and coaching to ISD and district staff on the science of reading and structured literacy instruction and intervention strategies.
- Build ISD and district capacity to implement evidence-based reading programs and practices.
- Build capacity of ISD and district staff to facilitate collaborative problem-solving and intervention planning meetings.
- Develop/co-create regional networking opportunities for schools implementing reading components of an MTSS framework.
Collaboration and Communication:
- Collaborate cross-departmentally to identify opportunities to align initiatives.
- Proactively communicates progress and challenges of literacy MTSS efforts to leadership.
- Collaborate with administrators, teachers, support staff, and families to ensure coordinated support for students, including shared leadership, educator capacity, family engagement and community collaboration.
- Facilitate effective communication among stakeholders.
- Collaborate professional learning with other professional organizations (i.e. MiMTSS Technical Assistance Center, MiFamily Engagement Center, Great Start Collaborative) related to reading legislation, systems and practices.
Resource Management:
- Support regional and district review and selection of high quality reading resources and materials.
- Stay current on research and best practices in literacy and MTSS and review federal and state policies, research, and data related to literacy and MTSS.
- Gather/develop examples for local districts that include:
- School MTSS literacy implementation plans.
- Grade level implementation plans for how classroom literacy curriculum resources, social-emotional, behavioral supports and instruction are provided in whole – and small-groups.
- Core subject area (department) plans for how literacy skills and processes are supported in core subject classes.
- A district assessment system that identifies which assessments are used across the school, for what purpose, when and who coordinates data collection/analysis.
- An intervention system that outlines decision rules for how students will access school-wide intervention supports (Tier ?) and the data that will be collected.
- Examples of teaming structures in a building to support literacy.
REPORTS TO:
Director of Instructional Services
APPLICATION DEADLINE:
open until filled
CONTRACT LENGTH:
210 work days, July – June
COMPENSATION:
Non-Union Professional Staff
BENEFITS:
Click to view benefits highlight
BEGINNING DATE OF EMPLOYMENT:
July 2025
DIRECT INQUIRIES TO:
www.charemisd.org/aboutus/jobs
Charlevoix-Emmet Intermediate School District
08568 Mercer Boulevard
Charlevoix, MI 49720
231.547.9947
DATE POSTED:
April 25, 2025
The Charlevoix-Emmet Intermediate School District is an equal opportunity employer. It does not discriminate on the basis of race, color, national origin, creed, age, religion, sex, height, weight, marital status, or disabling condition in employment. No person shall be denied employment solely because of any disability which is unrelated to the individual’s ability to do the essential functions and duties of the job or without accommodation. Under state law, a person with a disability condition may not allege a failure to accommodate a disabling condition unless the employer knew or reasonably should have known that an accommodation was needed.
E-mail: haynesm@charemisd.org
