Literacy Coach - 10 Month (26-27)

About the role

The Literacy Coach (LC) will provide literacy leadership, expertise, and coaching within a school, supporting adult learning and continuous improvement. LCs will anchor their coaching in City Schools' curriculum using a clearly defined set of coaching activities. LCs will work across content areas to develop, sustain, and advance teaching and learning in the areas of reading, writing, speaking, and listening. They will participate in ongoing professional development and collaboration with LCs across the district.

Responsibilities

• Serves as the on-site expert on the district's literacy curriculum to provide direct support to teacher teams.
• Led best practices in teaching higher order literacy skills across content areas in reading, writing, listening, and speaking.
• Engages identified teachers in outcome-based coaching cycles.
• Works with teacher teams to foster effective collaboration and develop teacher knowledge and skill in higher order literacy skills and the district's literacy curriculum.
• Analyzes literacy data and provides recommendations for goals as well as specific instructional responses at the classroom and student level.
• Designs and delivers professional development to teachers and school leaders.
• Conducts learning walks to observe for trends and monitor implementation for support.
• Serves as member of the school Instructional Leadership Team.
• Stays up to date on current research and best practices in the areas of literacy content, pedagogy, and instructional strategies to meet the needs of diverse learners.
• Facilitates literacy sessions during the district's systemic professional development days.
• Attends all district professional development including monthly meetings with the Literacy Office.
• Participates in the annual summer literacy institutes (e.g., participant, co-facilitator, content developer).
• Completes LETRS/Orton Gillingham training within the first two years of serving in this role.

Qualifications

• Bachelor's degree in Education or related field.
• Valid Maryland State Department of Education Standard Professional Certificate.
• Three years teaching experience in literacy in K-12 and/or higher education; experience teaching multiple grade levels preferred; urban experience preferred.
• Three years' experience developing and delivering professional development for teachers to support implementation of the Maryland College and Career-Ready Standards for Literacy; district level experience preferred.
• Experience coaching classroom teachers and teacher teams.
• Strong organization and strategic planning skills; ability to balance multiple priorities in a fast-paced work environment.
• Strong strategic planning and time management skills.
• Demonstrated knowledge of research-informed best literacy instructional practices.
• Demonstrated capacity to provide feedback, coaching and professional development to improve knowledge, skills, and outcomes in other teachers.
• Demonstrated knowledge of adult learning theory including coaching, leading professional learning communities, facilitating teacher teams and developing and leading professional development.
• Demonstrated knowledge of the Maryland College and Career-Ready Standards for Literacy.
• A commitment to educational equity.
• Excellent verbal and written communication skills.
• Proficient in the use of multiple computer applications including, but not limited to, the Google Suite platform and Microsoft Office Suite.

Desired Qualifications

• Master's degree in Education or related field.
• Advanced coursework in literacy at the graduate level beyond initial teacher preparation.
• Demonstrated specialized literacy knowledge and skills including reading and writing processes and acquisition.
• Advanced coursework and/or demonstrates specialized knowledge of adult learning principles.
• Evidence of setting goals based on multiple data points (e.g., data, student work and behavior, teacher actions, teacher knowledge and skills).
• Evidence of progress monitoring and benchmarking progress toward goals.
• Understanding of one or more coaching models and how they achieve results.
• Demonstrated interpersonal skills and disposition that enable the coach to build strong relationships and foster community and collaboration in teacher teams and the greater school community.
• Experience achieving gains with adults through an non-evaluative approach that prioritizes capacity building with accountability.
• Ability to collaborate with school leaders and lead both directly and through influence to support effective goal setting, implementation and execution of goals and plans.
• Ability to evaluate trends and needs and scale solutions by designing and providing professional development to larger groups of teachers sharing the same need.
• Willingness to invest in the school community and participate in school functions and related activities as a member of the school community.