Full-time, salaried, 12-month position with benefits
Primarily remote with field-based travel (up to 50%) across Minnesota
Occasional in-person meetings at GLO headquarters (St. Louis Park) as needed
Start Date: Flexible, June 2027
Required Education:
4 Year Degree
Additional Information:
Hybrid/Remote is allowed.
About Groves Literacy Partnerships
Groves Literacy Partnerships (GLP), a division of Groves Learning Organization, exists to ensure that every student, regardless of background, has access to excellent, evidence-based literacy instruction. We partner with public, charter, and independent schools to deliver coaching, curriculum, and professional learning rooted in the science of reading and informed by real-world classroom practice
We believe literacy is liberation. We know that system-level change is what it takes to get there.
Position Overview
A GLP Literacy Implementation Specialist is a catalyst for change in schools. This role exists to help educators and school leaders deliver literacy instruction that is grounded in evidence and capable of changing a student’s life trajectory
Literacy Implementation Specialists work directly with educators to translate the science of reading into daily classroom practice. They provide embedded support through professional development, collaborative planning, lesson modeling, and strategic advising that strengthen instruction and accelerate student outcomes.
To succeed in this role, candidates must bring deep expertise in structured literacy, including formal training such as LETRS, Orton-Gillingham, or equivalent. They must also have successful classroom experience and familiarity with using diagnostic data such as DIBELS or FastBridge to guide instruction and intervention. Just as important, they must be able to clearly explain the why behind the work and help educators understand how reading develops and how instructional decisions influence student outcomes.
Schools operate as complex systems, and literacy success depends on more than classroom practice alone. Literacy Implementation Specialists must be able to navigate these systems thoughtfully by working with teachers, principals, and leadership teams to identify barriers, align instructional priorities, and strengthen schoolwide literacy structures. This role requires individuals who can influence adult learning, support instructional leadership, and help schools move from isolated efforts to coordinated and sustainable practice.
Strong communication and relationship-building skills are essential. Literacy Implementation Specialists analyze multiple sources of evidence, including benchmarking and progress monitoring data, classroom observations, and schoolwide trends, to guide conversations and inform next steps. They help school teams recognize patterns in their data, understand what those patterns mean for instruction, and take action that leads to measurable improvement.
This role is not about compliance or maintaining the status quo. It is about helping schools move toward instructional practices that give every student access to skilled reading. That work requires humility, persistence, and the courage to challenge practices that are not producing results for students.
As members of the GLP team, Literacy Implementation Specialists also contribute to the ongoing evolution of our work. They bring insights from the field, document what is working, and collaborate with colleagues to strengthen our model and increase our collective impact across schools and communities.
Key Responsibilities
Systems-Level Leadership Consulting and Coaching
Conduct comprehensive needs assessments and co-design literacy implementation plans with school leadership teams
Partner with administrators to build or strengthen MTSS structures and professional learning system
Support the development of schoolwide instructional leadership around literacy
Instructional Coaching & Support
Coach and collaborate with elementary (occasionally middle and high) school educators to implement structured literacy practices
Model lessons, co-plan instruction, and observe teaching with a focus on student-centered outcomes, instructional equity, and continuous teacher development
Deliver professional learning sessions aligned to adult learning principles and practical needs
Provide feedback that is direct, respectful, and grounded in student learning
Instructional Design and Program Content Refinement
Complete comprehensive needs assessments to define instructional design and program content development
Work collaboratively to refine high-quality materials, including, but not limited to, professional learning, tools, and resources aligned with instructional coaching and support needed
Data & Decision-Making
Guide schools in using student performance data to track growth, adjust interventions, and monitor implementation fidelity
Collaborate with school leaders to develop sustainable routines for ongoing data reflection
Innovation & Equity-Driven Coaching
Facilitate continuous improvement cycles by guiding educators through inquiry, reflection, and data-driven action planning
Help teachers apply structured literacy through a culturally and linguistically responsive lens.
Leverage digital tools (e.g., video coaching, data platforms, collaborative planning tools) to enhance coaching efficiency and teacher learning
Stay current with literacy policy, implementation science, and instructional innovations to ensure coaching remains relevant and high-impact
Cross-Team Collaboration & Internal Learning
Engage as a member of the GLP coaching community to share insights, raise challenges, and co-develop solutions
Provide feedback to internal teams on curriculum, product features, and service delivery
Document implementation progress and learning using internal tools and systems
Required Qualifications
Bachelor’s degree in education, literacy, leadership, or a related field; Master’s degree is preferred
At least 7 years of experience in K–12 education, with 3+ years in coaching, mentoring, or adult learning roles
At least 3 years of experience in a school or district-level leadership role, including but not limited to: instructional leadership, administrative leadership, or grade-level leadership
Formal training and fluency in the science of reading required—LETRS or equivalent coursework (e.g., Orton-Gillingham certification, state-accredited structured literacy program). Candidates without formal training will not be considered.
Demonstrated experience supporting racially, linguistically, and socioeconomically diverse student populations
Fluency in interpreting and applying data from benchmarking and progress monitoring tools (e.g., FastBridge, DIBELS, MAP, aimswebPlus)
Experience working with school leadership to develop or refine literacy systems, especially in Title I or high-needs schools
Familiarity with multi-tiered systems of support (MTSS), PLCs, and school improvement planning
Strong facilitation, project management, and relationship-building skills
Commitment to personal growth, collaboration, and educational equity
Preferred Qualifications
Experience designing or leading school- or district-level literacy initiatives, including PD, coaching systems, or Tier 1/Tier 2 instructional planning
Prior experience supporting change management in instructional or leadership teams
Bilingual or multilingual (Spanish, Somali, Hmong, or other heritage/community languages highly valued)
Experience integrating culturally responsible practices into structured literacy or intervention strategies
Demonstrated ability to lead inquiry cycles or improvement science efforts in instructional teams
Experience using digital tools that support coaching, instructional planning, or educator collaboration (e.g., a learning management system such as Brightspace or Canvas)
Groves Academy is the leading school in the Midwest for students who have learning disabilities such as dyslexia, ADHD, executive function challenges, and other language-based learning disabilities. We are a beacon for students who want to learn but are challenged with a learning disability that affects their academic achievement