Early Literacy and Structured Literacy Coach

SUMMARY

The District Early Literacy & Structured Literacy Coach provides district-level leadership focused on early literacy development, the implementation of the science of reading, and structured literacy practices in grades K–3. This role is dedicated to strengthening foundational reading skills, developing fluency, and providing evidence-based literacy instruction aligned with Georgia standards and state literacy priorities. This position is distinct from grade-band ELA coaching roles. While the primary focus is early literacy (K–3), the role supports vertical alignment of literacy expectations across grade levels to ensure long-term coherence and proficiency.

ESSENTIAL FUNCTIONS

• Provide district-wide leadership in early literacy and structured literacy implementation
• Support the fidelity of science of reading practices in K–3 classrooms
• Lead job-embedded coaching cycles focused on foundational reading instruction
• Model evidence-based early literacy instructional strategies
• Analyze literacy data (screeners, fluency measures, benchmark assessments, Common Assessments) to identify trends and gaps
• Partner with gradeband leaders to strengthen K–3 literacy monitoring systems
• Facilitate professional learning aligned to structured literacy and fluency development
• Support alignment between early literacy practices and upper-grade literacy expectations
• Contribute to vertical alignment conversations with 4–12 ELA leaders as needed
• Participate in Instructional Leadership Summits to calibrate literacy expectations
• Document coaching interactions and track impact trends

Supervisory Responsibilities

This position has no formal supervisory responsibilities.

Competencies

• Early Literacy Expertise: Deep knowledge of the science of reading, structured literacy, and foundational skill development.
• Data-Driven Decision Making: Uses screening and benchmark data to guide instructional improvement.
• Coaching & Adult Learning: Builds trusting coaching relationships and facilitates meaningful professional learning.
• Systems Alignment: Understands vertical literacy progression and supports coherence across grade levels.
• Professionalism: Maintains integrity, confidentiality, and alignment to district instructional priorities.