DEPARTMENT OF HUMAN RESOURCES

2755 Highway 43, Kemptville, Ontario K0G 1J0

phone: 613-258-7757 toll free: 1-800-443-4562

May 11, 2026

VACANCY

OECTA – 9107

Position: Elementary Literacy Curriculum Coordinator - Permanent

Location: Board Offices

Salary: As per Collective Agreement (annual Coordinator's allowance of $10,593.00 is applicable)

FTE: 1.00

Effective: September 1, 2026

Qualification/Assets

• An Ontario College of Teachers (OCT) certificate, with Primary and Junior Division qualifications;
• Reading Specialist and Special Education Specialist qualifications;
• Specialized expertise in scientific, evidence-based systematic and explicit reading and writing instruction that emphasizes foundational reading and writing knowledge and skills (Acadience Reading screener & progress monitoring, UFLI, Heggerty, thinkSRSD, ONlit, decodable texts, and Walk to Read);
• Knowledge of OHRC's: The Right to Read Inquiry and Recommendations;
• Knowledge of CDSBEO's Tiered Reading Intervention Framework;
• Knowledge of Lexia Core 5 and Power Up programs;
• Knowledge of EnCompass and Custom Early Reading Screening assessment data repository;
• Training in providing direct Tier 1 and Tier 2 instructional best practices;
• Expertise in a comprehensive approach to systematic and tiered literacy instruction, incorporating Universal Design for Learning and differentiated instruction at Tier 1, targeted instruction of moderate intensity in the classroom at Tier 2, and most intensive and individualized Tier 3 instruction supports;
• Experience working with teachers, monitoring early reading progress and supporting them to adapt instruction accordingly;
• Knowledge of and experience in teaching the Ontario Language curriculum.
• Extensive knowledge of instructional assessment, evaluation and reporting practices in alignment with the Institute for Catholic Education and the Ontario Ministry of Education, and Board directives;
• Demonstrated effective leadership and experience in working with Board and school teams and expertise in the planning and delivery of job-embedded teacher professional development;
• Ability to use tact, discretion and maintain information in the strictest of confidence;
• A valid driver's license and access to a vehicle, and willingness to travel to rural schools across the CDSBEO are required.

Skills

• Personal and professional confidence, integrity, discretion, and resilience;

• Demonstrated experience supporting accessibility, inclusion, diversity and equity;

• Strong planning, organization, and implementation skills with keen attention to detail;

• Excellent problem solving, decision-making, communication, and interpersonal skills;

• Experience in facilitating professional learning and presenting to educators and school teams.

• Thorough understanding of assistive technology platforms and CDSBEO digital licenses, and their use in supporting student achievement.

Send application, including Certificate of Qualifications and resume as follows:

Permanent applicants, please email application to:

Occasional teacher/external applicants please visit:

Applications received by fax, mail, or emailed directly to individual Human Resources staff

will not be processed.

Posting closes on Tuesday May 19, 2026 at 4:00 pm.

We thank all applicants in advance for their interest; however, only those candidates selected for an interview will be contacted.

The CDSBEO adheres to equitable hiring, employment and promotion practices and is committed to an inclusive workforce. We encourage applications from Indigenous peoples, racialized people, persons with disabilities, people from gender diverse communities and/or people with intersectional identities, as well as others who may contribute to the further diversification of ideas.

**The Catholic District School Board acknowledges that our schools are located on the unceded, traditional Algonquin territory of the Anishinaabe people as well as the land of the Mohawk territory of the Haudenosaunee/**Rotinonhsho'n:ni people. We respect both the land and the people of this land including all Indigenous people who have walked in this place.

Pursuant to the Accessibility for Ontarians with Disabilities Act, (AODA), if applicants require accommodations at any time throughout the application process, please reach prior to the posting closing date so that appropriate arrangements can be made.

Summary

Under the supervision of the Principal of Curriculum and Student Success, the Elementary Literacy Coordinator provides system-level leadership in literacy, overseeing the planning, implementation, and evaluation of evidence-based instructional practices across schools. The role includes coordinating a team of intervention teachers, guiding their work to support high-quality instruction and improved student outcomes in reading and writing. They are responsible for setting direction, monitoring progress, and ensuring alignment with curriculum expectations, board priorities, and system goals.

This system-wide role is responsible for supporting early reading screening and providing educator training on the effective implementation of Tier 1 and Tier 2 best practices for K-6 literacy instruction. The work is aligned with Ministry of Education priorities, the CDSBEO Student Achievement Action Plan (SAAP), and the Early Reading Screening administrative procedure.

The Coordinator will schedule and support reading screening for Kindergarten through Grade 2 across the board, oversee data collection and analysis, and collaborate with RITs, intervention teachers and school teams on next steps. Responsibilities also include managing the digital platform for reading screening, implementing a Multi-Tiered System of Support for literacy, providing professional learning in literacy, and supporting Reading Intervention Teachers and school teams in Acadience, UFLI, Heggerty, Lexia, Empower, ONlit, decodable texts, and Writing Instruction.

The successful candidate will also need to demonstrate a strong commitment to the Board's mission, particularly its values of equity, inclusion, anti-racism, and anti-oppression. Flexibility, collaboration, and responsiveness to system needs are essential, as the coordinator may be called upon to support additional initiatives and tasks as directed by the Principal of Curriculum and Student Success.

Qualifications/Assets

• An Ontario College of Teachers (OCT) certificate, with Primary and Junior Division qualifications;
• Reading Specialist and Special Education Specialist qualifications;
• Specialized expertise in scientific, evidence-based systematic and explicit reading and writing instruction that emphasizes foundational reading and writing knowledge and skills (Acadience Reading screener & progress monitoring, UFLI, Heggerty, thinkSRSD, ONlit, decodable texts, and Walk to Read);
• Knowledge of OHRC's: The Right to Read Inquiry and Recommendations;
• Knowledge of CDSBEO's Tiered Reading Intervention Framework;
• Knowledge of Lexia Core 5 and Power Up programs;
• Knowledge of EnCompass and Custom Early Reading Screening assessment data repository;
• Training in providing direct Tier 1 and Tier 2 instructional best practices;
• Expertise in a comprehensive approach to systematic and tiered literacy instruction, incorporating Universal Design for Learning and differentiated instruction at Tier 1, targeted instruction of moderate intensity in the classroom at Tier 2, and most intensive and individualized Tier 3 instruction supports;
• Experience working with teachers, monitoring early reading progress and supporting them to adapt instruction accordingly;
• Knowledge of and experience in teaching the Ontario Language curriculum.
• Extensive knowledge of instructional assessment, evaluation and reporting practices in alignment with the Institute for Catholic Education and the Ontario Ministry of Education, and Board directives;
• Demonstrated effective leadership and experience in working with Board and school teams and expertise in the planning and delivery of job-embedded teacher professional development;
• Ability to use tact, discretion and maintain information in the strictest of confidence;
• A valid driver's license and access to a vehicle, and willingness to travel to rural schools across the CDSBEO are required.

Skills

• Personal and professional confidence, integrity, discretion, and resilience;
• Demonstrated experience supporting accessibility, inclusion, diversity and equity;
• Strong planning, organization, and implementation skills with keen attention to detail;
• Excellent problem solving, decision-making, communication, and interpersonal skills;
• Experience in facilitating professional learning and presenting to educators and school teams.
• Thorough understanding of assistive technology platforms and CDSBEO digital licenses, and their use in supporting student achievement.