Position Title:    Literacy Instructional Coach       

 

 

Contract Length:  12- month 

 

Immediate Supervisor:     Principal           

 

Basic Function: The Literacy Instructional Coach will increase the quality and effectiveness of classroom instruction through observation and feedback, lesson-modeling, co-teaching, mentoring, and facilitating academic reflection. The coach will assist in implementing a plan for targeted support using evidence-based literacy practices aligned with the Science of Reading to meet the needs of all students.. 

 

Essential Duties & Responsibilities:

 

• Participate in training provided by the Indiana Department of Education (IDOE).
• Collaborate with local administrators and educators to:
• Assist in instructional planning, and expand teachers’ use of a variety of resources to provide high-quality Science of Reading opportunities.
• Create and monitor specific, measurable instructional goals.
• Provide training on formative assessment administration based on the integration of the Science of Reading.
• Ensure that student achievement data is routinely collected, reported, and used to drive instructional decisions at the school-and-classroom-level, while offering feedback and reflection.
• Implement intensive professional development on high-quality instructional practices aligned with the Science of Reading, Structured Literacy, and Balanced Literacy in conjunction with IDOE.
• Analyze data from a district, school, grade-level, classroom, and individual student perspective.
• Model continuous learning, maintain current progres, and serve as a thoughtful leader for student literacy in the school.

Qualifications:  

 

• Bachelor’s degree required, Master’s degree preferred, with a minimum of five years of experience. Expertise related to literacy content and pedagogy.
• Valid Indiana Teacher’s License.
• Ability to read, analyze, and interpret general business periodicals, professional journals, technical procedures, or governmental regulations.
• Ability to write reports, business correspondence, and procedure manuals.
• Ability to effectively present information and respond to questions from groups of managers, clients, customers, and the general public.
• Ability to solve practical problems and utilize a variety of concrete variables in situations containing only limited standardization.
• Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form.
• Ability to apply knowledge of current research and theory in instructional programs related to Science of Reading and early literacy instructional practices.
• Ability to plan and implement lesions based on Science of Reading instructional practices reflecting the needs and ability of all students.
• Ability to establish and maintain effective relationships with students, peers, and parents with skills in verbal and written communication.
• Ability to perform duties in compliance and accordance with all IDOE requirements, district requirements and Board of Trustees policies.
• Ability to work well with a variety of personnel in the organization, including building principals, teachers, and students.

Physical Demands:

Primary functions require sufficient physical ability and mobility to work in an office; dexterity of hands and fingers to operate a computer keyboard and other technologies and office equipment, sitting, standing and walking for extended periods of time; kneeling; bending at the waist; lifting; pushing; pulling and carrying equipment, supplies and materials weighing up to 25 pounds; repetitive hand movement and fine coordination to use a computer keyboard; emotional stability to work effectively under pressure and to keep all aspects of the job under control; hearing and speaking to exchange information in person or on the telephone; seeing to read; prepare and assure the accuracy of documents.