POSITION SUMMARY:

The Literacy Coach (L4GA) will support the implementation of the literacy-based practices throughout the academic program. The Literacy Coach (L4GA) will provide this level of support through the application of the coaching cycle that includes modeling, co-teaching, feedback-cycles, and professional reflection. The Literacy Coach (L4GA) will establish and facilitate Professional Learning Communities (PLCs) grounded in evidence-based practices. The Literacy Coach (L4GA) will work with School Readiness Teams and Response to Intervention teams to problem solve and support student growth in the area of literacy.

This position is grant funded and thereby staffed year-to-year. This position reports to the building level principal.

KEY RESPONSIBILITIES:

Assists in the development and oversight of the implementation of evidence-based  literacy solutions proven to meet educational challenges and build understanding of the interconnectedness of district strategic goals and the site Performance Based Plan; monitors, designs, and facilitates effective professional development opportunities at the assigned site to ensure that quality learning opportunities are provided.

Collaborates with teachers to track, maintain, and analyze school wide student literacy data to determine trends and guide the implementation of evidence-based instructional practices for performance based improvement as it relates to Literacy for Learning, Living, and Leading in Georgia (L4GA). Increases student literacy by setting goals, monitoring implementation, and measuring progress toward school goals outlined in the Performance Based Plan.

Provides constructive feedback and relevant assistance to engage teachers in reflective thinking – critical and analytical – during informal observations and walk-throughs, model lessons, instructional coaching, and support to ensure rigorous pedagogical practices are implemented successfully with fidelity.

Monitors the implementation of the standards-based curriculum evidence-based instructional strategies. Researches and provides content knowledge and resources regarding a range of effective and instructional practices.

Serves on the school leadership team and collaborates with the site-based administrative team to ensure that the progression of teacher skill development is aligned with changing student-learning needs; participates in district level professional development and collaborative planning activities.

Meets and plans with school administration to formulate, implement, and assess school achievement plans and progress to identify areas of growth and challenges associated with literacy success.

All other duties, as assigned and required, in order to perform the above services which are allowable under Title I, Part A.

KEY JOB REQUIREMENTS:

Masters degree required in elementary education or content field associated with area of responsibility.

Requires a minimum of five years of teaching experience in an educational environment and delivering effective professional learning and development strategies. Preferably, previous years of experience are at the perspective level of the position (elementary, middle, or high).

Evidence of mentoring and informal leadership activities with success in improving other teachers’ instructional skills to increase student learning.

Evidence of the ability to effectively facilitate professional learning of teacher groups and individuals.

Effective written and oral communication skills.

Increase in student literacy achievement growth; improvement in professional capacity to deliver effective instruction; sustained, on-going, job-embedded & intensive professional learning communities.

Valid Georgia Teaching Certificate at level 5 or higher; Reading Endorsement is required and must be obtained within two years of employment.

ives; independent judgment is required to review and approve major recommendations.

Analytical: Supervisor is available to review established broad object

Requires regular, frequent contact with internal personnel of influence and decision-making responsibility to discuss issues of moderate importance; occasionally requires contact with district officials. Excellent interpersonal skills are required for working with inter-organizational teams.

Responsible for multiple functions of instructional supervision with a high-level accountability for effective operation and results.

Applies, recommends, and implements technology concepts to improve the effectiveness of instruction and pedagogy.

Requires occasional travel for off-site training and district level meetings.