53G-10-804. Literacy coaching -- Professional learning.

457 words·~2 min read·/ut/title-53g/chapter-10/53g-10-804

A research copy — for the controlling text, always check the official state or federal source. Not legal advice.

Effective 7/1/2026

(1)Subject to legislative appropriations, each regional education service agency and each school district that is not within a regional education service agency shall:

(a)provide, train, and assign literacy coaches to provide early literacy coaching to teachers in kindergarten through grade 3, in accordance with this section;

(b)ensure the opportunity for formal professional learning in the science of reading for:

(i)teachers in kindergarten through grade 3; and

(ii)elementary school principals and vice principals; and

(c)ensure that a literacy coach or teacher who has received formal professional learning in the science of reading provides training in science of reading concepts to paraprofessionals who work in kindergarten through grade 3 within the regional education service agency or school district.

(2)The state board shall make rules, in accordance with Title 63G, Chapter 3, Utah Administrative Rulemaking Act , to:

(a)establish minimum qualifications for early literacy coach positions to ensure adequate preparation with necessary expertise;

(b)define roles and responsibilities for a literacy coach, including:

(i)assisting educators in analyzing data to inform instructional adjustments;

(ii)engaging in instructional coaching cycles with educators to build capacity for improved classroom instructional practices;

(iii)using principles of adult learning to effectively partner with educators to integrate professional learning into classroom practice;

(iv)leveraging knowledge of the science of reading and evidence-based practices to support educators in maximizing student learning;

(v)partnering with a school's leader to support school-wide literacy goals to provide a team of support for educators to embed the state-wide goals into instructional plans and practice;

(vi)delivering consistent and frequent job-embedded professional learning;

(vii)participating actively in professional learning experiences to deepen knowledge and skills for coaching;

(viii)designing and facilitating relevant and cohesive professional learning sessions to strengthen the implementation of these evidence-based practices with educators; and

(ix)beginning in the 2028-2029 school year, supporting the integration of social studies content into literacy instruction to enhance both reading comprehension and content knowledge, in alignment with the requirements of Section 53E-4-205.3 ; and

(c)establish parameters for the relationship between a literacy coach and school or school district, including ensuring that coaches do not engage in activities or duties unrelated to literacy coaching, including:

(i)serving as an evaluator, substitute teacher, clerical aid, recess or lunch aid, behavioral therapist, tester, guidance counselor, interventionist, program manager, or contest leader; or

(ii)any other assignment that frequently disrupts the coach's ability to support educators in improving instructional practice.

(3)Each regional education service agency and each LEA that is not within a regional education service agency shall ensure that at least one staff position supports early literacy.

Renumbered and Amended by Chapter 154 , 2026 General Session