Network Literacy Coach in Bridgeport, Connecticut at CAPITAL PREP HARBOR SCHOOL INC

Job Title: Network Literacy Coach (Grant Funded)

Start Date: July 1, 2026 - June 30, 2029 (grant period)

Location: Harlem, Bronx, & New Rochelle, NY, & Bridgeport, CT (majority in NY)

About Capital Preparatory Schools

Capital Preparatory Schools is a charter school management organization operating a network of educational communities. Our mission is to build a path where none existed. From its inception, the Capital Prep community—our scholars, parents, faculty, and staff—has committed to creating a compelling and meaningful educational experience. The Capital Preparatory Schools has four school locations: one in the Bronx, one in Harlem, one in New Rochelle, NY, and two locations in Bridgeport, Connecticut, providing students in grades K–12 with a year-round, college-preparatory education that encourages students to become scholars and agents of change.

Capital Preparatory Schools believes that all children, when given the right conditions and environment, will succeed and excel in their academic and social-emotional growth. This is achieved by blending elements of academic models that successfully support scholars from historically disadvantaged populations, with innovative approaches that get 100% of our graduates accepted to four-year colleges.

Focusing on the key attributes of leaders, our learner expectations are designed to develop scholars who are:

• Collaborators, by showing respect and cooperation to achieve individual and common goals,

• Problem Solvers, by using appropriate personal and team strategies to address interpersonal, intrapersonal, and group conflicts,

• Researcher/Information Processors, by looking for and listening attentively to important information and utili

• Empathetic Citizens, by acting responsibly, safely, and thoughtfully to create positive change for all members of the school, local, and global communities,

• Pillars of Knowledge, by modeling the above expectations in our words, actions, and goals.

With the support of the Capital Prep team of skilled and compassionate educators, students realize their academic abilities, advocate for social justice, and fulfill their civic responsibilities. As leaders of social justice, we expect our students to use their education to improve the lives of others.

Capital Preparatory Schools is committed to teaching and learning that promotes the success of every student by:

• Creating a safe and enjoyable educational environment that encompasses our social justice model and that ensures every graduate moves on to attend college;

• Providing individualized instruction and enrichment opportunities for students to ensure that gifted students are challenged and struggling students are supported;

• Hiring and growing quality teachers and leaders and empowering them to use their craft to inspire students to achieve at the highest levels.

Network Literacy Coach at Capital Preparatory Schools

Capital Preparatory Schools is committed to teaching and learning that promotes the success of every student by:

• Creating a safe and enjoyable educational environment that encompasses our social justice model and that ensures every graduate moves on to attend college;

• Providing individualized instruction and enrichment opportunities for students to ensure that gifted students are challenged and struggling students are supported;

• Hiring and growing quality teachers and leaders and empowering them to use their craft to inspire students to achieve at the highest levels.

Capital Preparatory Schools seeks passionate educators who have demonstrated leadership.

The Network Literacy Coach Position Summary:

The Network Literacy Coach provides daily in-building support to illuminators, modeling effective literacy practices, supports the use of data to inform instruction, and works with New York City Charter Literacy Consortium (CLC) partners to implement best practices across the Capital Prep network. The CLC was created to equip NYC charters with resources, expertise, and sustained support needed to achieve full literacy for all of their scholars, with the goal that by 2035, all school-aged youth in New York City are fully literate. In collaboration with the CLC and under the direction of the Senior Director of Curriculum - Humanities, the Network Literacy Coach will develop and facilitate operational practices to improve CPS scholars’ literacy achievement.

The Network Literacy Coach responsibilities include, but are not limited to:

• Works with New York City Charter Literacy Consortium (CLC) partners to implement best practices across the Capital Prep network;

• Implements grant as prescribed by CLC and successfully executes goals in each year of the grant: (1) Year One - the focus will be to identify and develop systems for best practices in literacy instruction and to provide professional development on their implementation; (2) Year Two - focus on identifying, creating systems for, and coaching illuminators on the use of scholar data to inform the implementation of Tier 1 and Tier 2 instruction while also supporting first-year illuminators in implementing first-year strategies; (3) Year Three - sustain the work from previous years by continuing to provide regular professional development opportunities.

• Provides weekly coaching services to each of the network’s NY Schools (Capital Prep Bronx, Capital Prep Harlem, and Capital Prep New Rochelle), with a bi-weekly visit to the network’s Connecticut schools;

• Conducts weekly “Check Book” observations for all NY ELA illuminators, and bi-weekly “Check Book” observations for CT ELA illuminators (teachers);

• Provides illuminators with daily in-building coaching that allows for individualized instruction and enrichment opportunities for all scholars to ensure that they are both challenged and supported as the network works toward 100% literacy;

• Leads and facilitates learning walks with administrators, to assess the quality of teaching & learning to improve literacy;

• Observes, models, co-plans, and co-teaches high-quality instructional practices in literacy across the network;

• Gathers and utilizes quantitative and qualitative data to monitor progress toward improved scholar outcomes in literacy and supports illuminators’ use of data to information instruction;

• Assists with the creation, oversight, and implementation of the ELA curriculum to improve literacy, including but not limited to development of Scope and Sequences, Quint Essentials, assessment, scope, and other curriculum resources;

• Collects, tracks, and analyzes scholar literacy data for each CPS school and shares outcomes with school administrators, along with ‘next steps’;

• Prepares and provides professional development for new administrators, illuminators, and others as needed to ensure the successful implementation of CPS curriculum resources to foster quality instruction and assessment within each school;

• Assists the Senior Director of Humanities in monitoring lesson pacing of ELA classes;

• Assists the Senior Director of Humanities in ensuring that illuminators are providing actionable feedback to scholars as it pertains to literacy proficiency and that data is communicated to scholars by faculty in an effective and timely fashion (including but not limited to Data Walls, PowerSchool management, standards-based grading);

• Acts as liaison and project lead for the CLC Grant, including attending all sessions and meetings, ensuring compliance and successful implementation of the grant;

• Provides narrative and data as needed for the completion of grant reporting;

• Performs any and all duties as may be assigned by CPS leadership;

• Adheres to all CPS Expectations;

• Provides overall leadership support across the network;

• Performs any and all duties as may be assigned by Administration.

Skills:

• Instructional and programmatic vision, leadership, and deep knowledge of CCSS and relevant state standards, K-12, and knowledge of and commitment to culturally responsive and equity-centered practices.

• Experience with designing, assessing, and curating learner-centered ELA curricular resources and supporting curriculum adoption implementation processes.

• Knowledge of adult learning theory and ability to lead teams in the development and delivery of high-quality learner-driven, relationship-based, and purposeful curriculum and instruction K-12.

• Facilitation of data-driven and equity-focused teams and processes.

• Highly flexible and comfortable with change, growth, and possibility.

• Skilled collaborator, communicator, and relationship-builder.

• Ability to lift up to 30 lbs.

Experience/Training:

• Significant teaching and instructional leadership experience required (including at least 5-7 years of successful classroom teaching and instructional leadership),

• Administrative credential or certificate of eligibility, preferred; Master’s in Education or related field, preferred, specifically in ELA or literacy;

• Deep knowledge of culturally responsive pedagogy;

• Deep knowledge of CCSS,NY/CT standards/framework. Experience as a content area teacher/coach preferred;

• Deep knowledge of K-12 curriculum, instruction, and assessment practices aligned to Capital Prep instructional practices;

• Charter school experience, a plus

• Capital Prep model experience, a plus

Supervision

This position reports to the Senior Director of Curriculum - Humanities.

Compensation:

Salary for this position is competitive and commensurate with experience. Capital Preparatory Schools offers a comprehensive benefits package. The Network Literacy Coach will work the school days, any professional development days (during the year and during the summer), and at least 7 additional days (plus evening sessions) for grant implementation and professional development. This is a twelve-month, full-time, exempt position. The position is not vacation-eligible; it follows the schedule described above. As a grant-funded position, the position is subject to the continuation of the grant funding.

The position will be in-person daily with at least weekly visits to each NY school and bi-weekly visits to CT schools.

*Weekend or evening work and travel is required.

CPS is an equal opportunity employer.