Elementary School Reading Specialist/Literacy Coach

Reading Specialist / Literacy Coach

KAS elementary school is seeking a dynamic, caring, knowledgeable specialist coach. This person will take a leadership role for literacy in the elementary school. Tech and AI agility and confidence, and a commitment to excellence in a student-centered school are needed. We look for faculty members who bring a flexible “can do” approach to teaching and learning, a sense of humor, and a collaborative mindset. Our teachers are committed to continuous school improvement and actively contribute to our learning community through experiential learning opportunities beyond the classroom, including clubs and extracurricular activities. We also value a commitment to working in a diverse professional community and supporting the continued development of our DEIJ principles and practices.

Key Responsibilities

Literacy Leadership and Coaching (approx. 80%)

• Continue to build a coherent PK–8 literacy program grounded in the science of reading, with a clear scope and sequence from oral language and foundational skills through comprehension, vocabulary and writing.

• Lead implementation of UFLI Foundations in the early grades: support teachers and TAs with pacing, lesson routines and consistent delivery, and adapt for multilingual learners.

• Develop the Word Origins work so that morphology, etymology and academic vocabulary instruction build steadily from upper elementary through Grade 8.

• Strengthen storytelling and oral language as a foundation for reading and writing, especially in PK–2, and connect them to unit learning.

• Coach elementary classroom teachers through modeling, co-planning, co-teaching, observation and feedback cycles.

• Partner with MYP Language & Literature teachers and other middle school subject teachers on disciplinary literacy: reading complex texts, academic vocabulary and writing within each subject.

• Lead vertical alignment of reading and writing expectations from Grade 5 into the MYP so students move into middle school without gaps or repetition.

• Train and mentor Teaching Assistants so they can deliver phonics practice, small-group work and reading support confidently and consistently.

• Plan and lead professional learning on evidence-based literacy practices for PK–8 teachers and TAs, including onboarding for new staff.

• Coordinate literacy assessment across PK–8, including universal screening, diagnostic tools and progress monitoring. Help teams use the data to plan instruction.

• Partner with the EAL Coordinator so literacy instruction, scaffolds and assessment work for students learning in English as an additional language.

• Collaborate with the Curriculum & STEM Coordinator so reading and writing are built into inquiry units across subjects.

• Select and maintain literacy resources, including decodable texts, classroom libraries and intervention materials, and use technology and AI tools thoughtfully to support instruction and data use.

• Communicate with families about how reading is taught at KAS and how they can support it at home.

• Work with the ES and MS Principals and the Director of Teaching and Learning to set literacy goals, report on student growth, and support the school’s accreditation goals for literacy.

Reading Intervention (approx. 20%)

• Teach small-group pull-out reading intervention for identified PK–8 students, using structured, evidence-based approaches matched to each student’s need: phonemic awareness, decoding, fluency or comprehension.

• Provide age-appropriate intervention for older students who still have gaps in decoding or fluency, while protecting their access to core MYP content.

• Use screening and diagnostic data to identify students, set intervention goals and monitor progress at regular intervals.

• Adjust groupings and intensity based on progress, and refer students to the student support team when further support or evaluation is needed.

• Keep intervention aligned with classroom instruction, and share progress with teachers, families and the student support team.

• Maintain intervention records and contribute to the school’s tiered support process.

About KAS:

Kaohsiung American School (KAS) is a private, not-for-profit international day school established in 1989 in Kaohsiung, Taiwan. Accredited by the Western Association of Schools and Colleges (WASC), KAS offers the IB Middle Years Programme (MYP) and Diploma Programme (DP) and receives annual grants and sponsorship from the U.S. Department of State.

KAS moved to its purpose-built campus in 2015–16 and is recognized as a leading international school in southern Taiwan. The school currently enrolls approximately 790 students representing more than 40 countries. While many of our students have Taiwanese heritage and speak Mandarin as a first language, our community is internationally minded and multilingual, and all students are developing as multilingual global citizens.

The Elementary School serves approximately 300 learners from PK4 through Grade 5 and includes approximately 30 full and part-time teachers, 20 teaching assistants, and a professional Student Support and EAL team.

KAS is Committed to Child Safeguarding

• KAS conducts rigorous background and reference checks on all candidates.

• Employees and volunteers at KAS receive training to recognize signs of abuse and neglect and are required to report suspected incidents of child abuse and neglect.

• Our child protection response team uses a team-based approach to respond to each reported incident in accordance with Taiwanese law and international best practices.

• KAS is committed to supporting and recognizing the identities of all students. We foster an environment free of discrimination and other forms of identity-based harm.

• Masters Degree in literacy or reading from an accredited educational institution. 

• Minimum of five years successful teaching.

• Literacy specialist, literacy coordinator, instructional coaching or department leadership experience. 

• Experience in presenting educational training programs with a demonstrated knowledge and practice of literacy support or reading preferred. 

• Valid teacher certification. 

• A demonstrated ability to lead high levels of student learning.

• Effective communication skills and an aptitude for building and maintaining positive relationships with students, colleagues and parents.

• Recent literacy, phonics and/or learning support experience and training.

• Coaching training and/or certification.

• Has life experiences that demonstrate, among other things, a growth mindset, versatility, adaptability and resilience.

• Strong understanding and respect for a diversity of cultures and the needs of English language learners. EAL training is a plus.