Literacy Coach

Essential Duties And Responsibilities

• Guide and support teachers in planning and delivering high quality literacy practices across the curriculum.
• Observe teachers and review lesson plans and other teacher-generated documents, and give constructive feedback for improvement.
• Share methods, materials, and other resources through modeling and other best practices to enhance effective literacy instruction.
• Provide meaningful, timely feedback to teachers on ways to improve literacy instruction.
• Research literacy resources that best benefit the individual classroom teacher.
• Employ literacy coaching processes that foster increased autonomy in direction and responsibility.
• Provide guidance with educational programs while incorporating effective processes to achieve desired programmatic goals.
• Facilitate reflective thinking and self-advocacy by being a neutral and active listener.
• Advocate on behalf of the students to ensure quality of education for all and to accomplish the school’s educational goals.
• Promote on behalf of the classroom teacher, with the school administration, suitable professional development.
• Collaborate with the leadership team to determine the appropriate research-based resources necessary to improve the instructional abilities and skills of the individual teacher.
• Maintain consistent communication with the leadership team to share data, thoughts and observations and to celebrate successes and troubleshoot program issues.

Requirements

• Superior teaching skills, as acquired through a current teaching certificate/license, 3-5 years of teaching experience, and demonstrated success in teaching in the areas of reading and literacy, as evidenced by student assessment data and other evidence.
• Certification as a Reading Specialist preferred but not required.
• Ability to effectively share information and skills regarding data, curriculum, instruction, and assessment with school staff using a variety of coaching processes, e.g., verbal explanation, modeling, co-teaching, observing, conducting study groups, and other forms of professional development, as acquired through prior experience as a lead teacher, instructional coach, consultant, or comparable role.
• Ability to conduct classroom walkthroughs and observations for the purpose of identifying areas of strengths, weaknesses and professional development needs of the classroom teacher.
• Ability to create and maintain positive and supportive relationships with the principal and school staff.
• Ability to recognize the need for and knowledge of how to train staff to map and align the curriculum.
• Knowledge of how to disaggregate student data for instructional planning.
• Ability to develop and implement differentiated instructional methods that correspond to specific student needs.
• Knowledge of how to select appropriate instructional practices for various student groups.
• Understanding of how to appropriately use diagnostic tools and formative assessments to determine appropriate instruction.
• Familiar with a variety of instruments, technology tools and other resources for assessing and enhancing student performance.