Subject:
Reading
Grade Level:
Early Childhood (P-5)
POSITION TITLE: School-Based Structured Literacy Support Coach
DEPARTMENT: Main Elementary
WORK DAYS: 195
REPORTS TO: Principal
PAY SCALE: Based on certification and experience
Preferred Qualifications:
Master’s degree in Elementary Education, Reading, Special Education, or related field
Advanced preparation in instructional coaching through completion of Coaching Endorsement, Teacher Leader Endorsement, or independent training program (e.g. Instructional Coaching Group), or
3 years instructional leadership experience including curriculum design, professional development, and implementation support at the school or district level.
Required Qualifications:
Educational Level: Valid Georgia Teaching or Service Certificate at level 4 or higher, Bachelor’s degree in Elementary Education or Special Education or a related field, Master's Degree preferred
Certification/License Required: Advanced preparation in Reading/Literacy through completion of Reading Endorsement, Dyslexia Endorsement, or independent training program approved by International Dyslexia Association
Experience: Recommended five or more years experience in elementary teaching including evidence based word recognition and comprehension instruction
Physical Activities: Routine physical activities that are required to fulfill job responsibilities
Knowledge, Skills, & Abilities: Exceptional written and oral communication; ability to build positive relationships, organizer, ability to market the district, and share the success stories of the district, ability to deal with and communicate effectively with individuals and groups; ability to manage multiple projects; ability to build consensus and work effectively with all stakeholders. Ability to manage social media and the district’s website.
The Board of Education and the Superintendent may accept alternatives to some of the above requirements.
ESSENTIAL DUTIES:
School-Based Structured Literacy Support Coaches will work in assigned schools to support the Georgia Early Literacy Act and provide appropriate services to schools so that there can be a cohesive, sustained, intensive and classroom-focused approach that is rigorous, engaging, and relevant for students. School-Based Structured Literacy Support Coaches will provide a non-threatening, open, professional, and collaborative work relationship with principals, other academic coaches, and K-3 teachers.
They will be required to effectively identify the needs of assigned schools in order to prioritize, schedule, organize, and provide technical assistance so that students in assigned schools achieve grade level reading by the end of 3rd grade.
Assist principals and other leadership in assigned schools with aligning schoolwide systems, processes, and resources to structured literacy as defined by Georgia Early Literacy Act
Assist school administrators and other leadership with providing regular and user-friendly data reports to their respective districts and other stakeholders
Assist K-3 teachers in addressing grade specific curriculum by developing an effective school-wide literacy plan and providing strategies for monitoring the plan’s implementation.
Collaborate with Regional Structured Literacy Support Coaches to design and conduct professional development to meet the varied needs of K-3 teachers.
Facilitate and lead structured coaching cycles with teachers, fostering a collaborative and growth-oriented environment that includes goal setting, modeling, lesson observation, constructive feedback, and reflective discussions to enhance literacy instruction and student outcomes.
Provide clear, practical, timely, and candid written and oral feedback to teachers about their instruction.
Conference with teachers identified for additional support to create, implement, and monitor goals and plans for improving practice.
Meet regularly with principal, other school-based coaches, and K-3 teachers to review data and make recommendations for adjustments in instructional practices.
Maintain an organized system for documenting coaching services.
Knowledge, Skills, and Attributes
A thorough understanding of the following is vital:
Reading processes, acquisition, assessment, and instruction,
Systematic, explicit instructional process,
Instructional coaching approaches and strategies for teaching adult learners,
Scientific reading research and its application to effective classroom instruction, structure, and practices, as well as intervention,
Georgia Standards for Excellence in English Language Arts, Social Studies, Science as well as new Georgia K-12 ELA Standards
Multi-Tiered Systems of Support and
Data analysis and application.
Assurances: The school-based literacy coach will:
Provide monthly reports related to the literacy components of the school improvement plan.
Meet monthly with the regional structured literacy support coach as a professional learning community to ensure consistency of services and discuss trends in needs across districts.
Attend regular training and professional learning sessions developed by the statewide structured literacy coaching coordinator.
Assist principals and other leadership in assigned schools with aligning schoolwide systems, processes, and resources to structured literacy as defined by Georgia Early Literacy Act.
Assist school administrators and other leadership with providing regular and user-friendly data reports to their respective districts and other stakeholders.
Assist K-3 teachers in addressing grade specific curriculum by developing an effective school-wide literacy plan and providing strategies for monitoring the plan’s implementation.
Collaborate with Regional Structured Literacy Support Coaches to design and conduct professional development to meet the varied needs of K-3 teachers.
Facilitate and lead structured coaching cycles with teachers, fostering a collaborative and growth-oriented environment that includes goal setting,