Literacy Coach on Special Assignments (COSA) at Stanford &… · Barber…

About the Team

ACCEL Schools is seeking a highly qualified Literacy Coach on Special Assignment (COSA) to join the team at Barber Preparatory Academy in Highland Park, Michigan.

The Coach on Special Assignment (COSA) is a grant-funded instructional leadership position dedicated to strengthening early literacy instruction by supporting classroom teachers through job-embedded coaching, collaborative planning, and professional learning. The COSA partners closely with school leadership and the Wayne Regional Educational Service Agency (WRESA) to implement research-based literacy practices, improve instructional quality, and increase student reading achievement.

Be part of the difference at Barber Preparatory Academy!

Barber Preparatory Academy is a public charter school serving students in Pre-K through 8th grade. Celebrating more than 10 years of service to the Highland Park community, the school provides a well-rounded education that includes community service learning, competitive athletics, and a supportive, family-focused culture. Barber Preparatory Academy is part of ACCEL Schools, a growing network of public charter schools serving students in grades PK–12 across the United States since 2014.

About the Opportunity

As the Literacy Coach on Special Assignment (COSA), you will partner with teachers and school leaders to strengthen literacy instruction through coaching, professional learning, and data-driven decision making. Responsibilities include:

• Develop and maintain strong relationships with teaching staff by fostering a professional, collaborative culture built on trust, mutual respect, teamwork, and accountability.
• Attend required statewide and countywide literacy coach trainings, networking sessions, and professional learning opportunities.
• Provide side-by-side instructional coaching to classroom teachers to support implementation of research-based early literacy practices through a core set of coaching activities, including:
  • Observing instruction and providing low-inference feedback.
  • Co-planning instruction, setting goals, and facilitating reflective coaching conversations.
  • Co-teaching lessons alongside classroom teachers.
  • Modeling evidence-based instructional practices and teaching strategies.
• Spend the majority of your time working directly with teachers, individually and in small groups, to align instructional practices with literacy research and strengthen:
  • Classroom literacy environments.
  • Implementation of research-informed literacy strategies.
  • Effective implementation of new literacy programs and instructional resources.
  • Instruction aligned to Michigan literacy standards and evidence-based practices.
• Provide ongoing, job-embedded coaching and feedback as teachers reflect, set goals, practice, and refine instructional skills aligned with the Essential Instructional Practices in Literacy.
• Analyze formative assessment, screening, and diagnostic data to develop instructional plans that improve student outcomes.
• Establish coherent coaching goals based on student achievement data and teacher needs.
• Support teachers in collecting, analyzing, and using student data to inform instructional decisions.
• Lead, organize, and facilitate Professional Learning Communities (PLCs) and other collaborative professional learning opportunities.
• Facilitate small- and large-group professional learning sessions to build instructional capacity among Pre-K–3 teachers.
• Meet regularly with the district literacy leadership team and district coaching network while serving as an active member of the WRESA Coaching Network.
• Participate in continuous professional learning focused on evidence-based coaching and literacy instruction to strengthen literacy outcomes across Wayne County.
• Use facilitation strategies that build trust, encourage collaboration, promote collective problem-solving, and foster shared ownership of student success.
• Engage in ongoing, instruction-focused reflective dialogue with colleagues based on classroom observations, student work, and assessment data while connecting coaching conversations to research-based literacy practices.
• Assist building administrators in identifying instructional strengths and opportunities for growth to support a comprehensive early literacy continuum.
• Maintain accurate records of coaching activities using required COSA tools and templates to document implementation and measure impact.
• Regularly communicate coaching progress and outcomes with the district-assigned COSA Coordinator and school leadership.

Required Qualifications

• Valid Michigan teaching certificate.
• Bachelor's degree in Education or a related field.
• Advanced coursework in reading or completion of professional development in evidence-based literacy instructional practices (e.g., LETRS).
• Completed, or currently making satisfactory progress toward completing, LETRS training.
• Demonstrated success as a Pre-K–5 classroom teacher.
• Knowledge of Michigan's current literacy standards for students in grades Pre-K–3.
• Experience implementing a Multi-Tiered System of Supports (MTSS) using formative, screening, and diagnostic assessments to monitor student progress and ensure students are reading at grade level by the end of third grade.
• Experience analyzing diagnostic assessment data to identify and implement targeted interventions and additional supports for students in grades Pre-K–5.
• Experience coaching, collaborating with, and supporting adult learners through professional development and evidence-based instructional practices.
• Strong knowledge of scientifically based reading research, evidence-based literacy instruction, and strategies for integrating literacy across content areas.
• Experience using instructional technology to support effective literacy instruction and student achievement in Pre-K–5 classrooms.
• Ability to support all Pre-K–5 teachers in implementing evidence-based literacy instruction aligned with Michigan's K–12 Literacy and Dyslexia Law (MCL 380.1280f).

Why Join ACCEL Schools?

"We believe that every child should be able to be anything they want in life, regardless of their birthplace and circumstances." — Ron Packard, CEO & Founder

ACCEL Schools is a network of more than 80 high-performing public charter schools serving students in Pre-K through 12th grade. We proudly champion school choice while working to eliminate educational inequities across the United States. Our diverse portfolio of brick-and-mortar, virtual, and hybrid schools reflects the unique needs of the urban, suburban, and rural communities we serve.

From career-technical education and bilingual programming to athletics and innovative instructional models, ACCEL Schools is committed to providing every student with access to an exceptional education. Our schools have been recognized by legislators, authorizers, and educational researchers for expanding high-quality educational opportunities in historically underserved communities.

Benefits

Life Benefits – Time & Peace of Mind

• Paid time off
• Retirement contributions
• Basic Life and AD&D insurance
• Voluntary life insurance for employees, spouses, and children
• Discounted childcare at Early Learning Academies locations

Health Benefits – Stay Well & Thrive

• Medical, dental, and vision insurance
• Employee Assistance Program (EAP)
• Voluntary short-term disability insurance
• Voluntary long-term disability insurance

Career Benefits – Keep Growing

• Professional development and coaching opportunities
• Career advancement throughout ACCEL Schools
• Collaboration with a nationwide network of more than 4,000 educators and education professionals

Equal Employment Opportunity

ACCEL Schools is an Equal Opportunity Employer and is committed to creating an inclusive workplace. We comply with all applicable federal, state, and local laws prohibiting discrimination in employment based on race, color, religion, sex, national origin, ancestry, citizenship status, pregnancy, childbirth, disability, age, military or veteran status, marital status, domestic partnership or civil union status, familial status, gender identity or expression, genetic information, sexual orientation, or any other protected status, except where a bona fide occupational qualification exists.