Literacy Coach (Part-Time)

GENERAL FUNCTION

Literacy Coaches (formerly known as English Language Arts Coordinators) work with teachers and administrators under the direction of the Elementary ELA Supervisor and T & L Directors. Their purpose is to implement best instructional practices in Tier 1 through coaching that align with Structured Literacy and the Science of Reading research. Provide daily support (at least 85% of the school week) to teachers in their capacity to support instruction from the current vetted reading curriculum, analyze benchmark, progress monitoring, classroom data and planning.

DESCRIPTION

• Engage in instructional coaching cycles (pre-conference, model, coteach, debrief, plan next steps) with educators to build capacity for improved classroom instructional practices.
• Use principles of adult learning to effectively partner with educators to integrate professional learning into classroom practice.
• Leverage knowledge of the science of reading research and evidence-based Structured Literacy practices to support educators in maximizing student learning.
• Partner with a schools leader to support school and state-wide goals into instructional plans and practice.
• Deliver consistent and frequent job-embedded professional learning school-wide, to individual grade levels, and as part of the coaching cycle.
• Actively engage in professional learning to deepen knowledge and skills for coaching including developing trust with educators, vulnerability to feedback, empathy toward the educator experience, learn how to avoid shaming while coaching, and understand how to meet teachers where they are and take iterative steps forward.
• Design and facilitate relevant and cohesive professional learning sessions to strengthen the implementation of these evidence-based practices with educators.
• Work closely with the ELA Supervisor & Assessment Literacy Specialist to ensure alignment of thinking and implementation across the district.
• Attend LCMT as available to lend thinking and support around Tier 1 practices. Suggestions for interventions may also be offered.
• Establish parameters for the relationship between a literacy coach and school including ensuring coaches do not engage in activities or duties unrelated to literacy coaching including serving as an evaluator, substitute teacher, clerical aid, recess or lunch aid, behavioral therapist, tester, guidance counselor, interventionist, program manager or contest leader, or any other assignment that frequently disrupts the coach's ability to support educators in improving instructional practice.

QUALIFICATION REQUIREMENTS

• Current Teaching License
• Five years demonstrated experience as an effective classroom teacher
• In depth knowledge of Science of Reading assessment and instructional methods.
• Willingness and vulnerability to learn the best coaching practices including communication skills (crucial conversations in a psychologically safe environment, warmth, accepting and giving feedback, generosity with self and others, and flexibility in thinking, day to day changes, etc.)
• Ability to shift between classroom, school, and district perspectives and needs.

PREFERRED QUALIFICATIONS

• Reading Endorsement Level 1 or 2
• Literacy Specialist Endorsement or willingness to get this endorsement

Contract/Salary

Salary schedule will be determined within district guidelines