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Tempe board approves new literacy specialist and teaching-and-learning coach positions
Summary
The Tempe School District governing board on Jan. 22 approved a new literacy specialist position and a teaching-and-learning coach position with revised job descriptions intended to focus staff time on targeted instruction and coaching; board discussion covered role clarity, days of service and budget capacity.
The Tempe School District governing board on Jan. 22 approved two new staff job descriptions intended to re-focus instructional coaching and targeted reading interventions.
District staff presented a revised literacy specialist job description and a teaching-and-learning coach description, saying the changes are the result of an audit of time and responsibilities for existing coaches and interventionists. Mr. McGee (presenting staff) said the district sought “concrete deliverables” and that the literacy role would emphasize literacy outcomes and targeted, small-group instruction.
Board members asked how many positions would be created and whether the roles would be teacher positions. Mr. McGee said the district will assess site-by-site needs after job descriptions are approved and confirmed that both roles are teacher positions. The literacy specialist position was presented as a teacher position with contract days cited around 186–187; the teaching-and-learning coach was discussed as a teacher-certified role with a longer contract year discussed (cited roughly 196–197 days during the meeting).
Trustees asked about teacher autonomy and how coaches will be trained to provide feedback. Trustee Windsor supported inclusion of fidelity to the district blueprint and state standards in the job descriptions, saying that fidelity “doesn’t always result in positive academic gains” unless it is monitored and supported. District leaders said coaching time would be protected so that staff in coach roles spend the majority of their workday coaching rather than being pulled to other duties.
Board members also discussed budget certainty. District staff told the board they are comfortable with current enrollment and budget assumptions to add the positions now but cautioned that staffing decisions will depend on future enrollment trends.
Both job descriptions were approved by the board on 5-0 votes.
What this means: The district will review individual school needs to determine where to place hires and how many positions to fund. The board and staff framed the changes as a step to increase targeted interventions so students who need reading support receive more sustained, evidence-aligned instruction.
