Position Summary:
The Patterson Institute for Early Adolescent Literacy seeks a focused, collaborative, and systems- oriented Program Coordinator to support the launch and implementation of a research-practice partnership focused on literacy development in grades 4–8. The Program Coordinator will coordinate key Institute initiatives, including a school-based Tutoring and Instructional Lab, a Literacy Fellows program, and partnerships with local schools and communities.
In this role, the Program Coordinator will organize, implement, and assess programmatic efforts that connect research, instruction, and community engagement. The Program Coordinator will work closely with Institute leadership, school partners, and graduate fellows to ensure that all initiatives are responsive to school contexts and aligned with the Institute’s mission to improve literacy outcomes for early adolescents.
About the Work Unit:
The Patterson Institute for Early Adolescent Literacy is dedicated to improving literacy outcomes for students in grades 4–8 through integrated research, instruction, and community partnership. The Institute partners with local schools and organizations to design and implement literacy supports grounded in evidence and responsive to real classroom contexts.
Through initiatives such as the Tutoring and Instructional Lab, Literacy Fellows program, and professional learning partnerships, the Institute seeks to build sustainable models of literacy instruction while preparing future literacy leaders. The work is grounded in collaboration with schools, families, and communities across Middle Tennessee and is committed to advancing equitable literacy practices.
Key Functions and Expected Performance:
Coordinates the implementation of Institute initiatives, including the Tutoring andInstructional Lab.
Manages day-to-day program operations, including scheduling, logistics, and communicationwith schoolpartners.
Serves as a primary liaison between the Institute and partner schools, supportingalignment around student participation, scheduling, and programgoals.
Supports the placement, onboarding, and ongoing coordination of Literacy Fellows inpartner schoolsettings.
Collaborates with Institute leadership and research staff to support data collectionprocesses, including student assessment and progressmonitoring.
Assists in the development and maintenance of systems for program documentation,tracking, andreporting.
Supports the design and coordination of future initiatives, including professionaldevelopment offerings and family engagementprogramming.
Oversees program logistics such as space coordination, materials management, andresource allocation.
Assists with hiring and onboarding processes for fellows, tutors, and part-timestaff.
Maintains strong relationships with school and community partners and supports thedevelopment of newpartnerships.
Contributes to internal and external communications, including program summaries, reports,and materials for stakeholders.
Remains informed about current research and practices in literacy education and integratesthis knowledge into program coordination.
Job responsibilities listed herein are intended to be a thorough representation of the duties, responsibilities, expectations, and qualifications for this role at the time of hire but should not be considered all-encompassing, as responsibilities may evolve based on organizational needs.
This position reports administratively and functionally to the Executive Director of the PattersonInstitute for Early AdolescentLiteracy.
A bachelor’s degree from an accredited institution of higher education isrequired.
A master’s degree in education, literacy, educational leadership, or a related field ispreferred.
Experience working in K–12 educational settings isrequired.
Demonstrated understanding of school-based contexts and the ability to work effectivelywith educators and school leaders isrequired.
Strong organizational skills, including the ability to manage multiple priorities and timelines,is required.
Ability to collaborate effectively in a team environment isrequired.
Strong communication skills, including the ability to work across students, educators,and community partners, isrequired.
Experience working with research-practice partnerships, data collection, or assessmentsystems ispreferred.
Experience supporting or mentoring early-career educators or graduate students ispreferred.
Ability to use technology and data systems to support program coordination andcommunication ispreferred.