Literacy Coach (Science of Reading)

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POSITION SUMMARY:

The Literacy Coach will serve as a school-based instructional leader, focusing on improving
students’ literacy achievement throughout the academic program using evidence-based
instructional coaching, professional learning, and data-informed support for teachers. The
Literacy Coach will build teacher capacity and strengthen the implementation of High-Quality
Tier I literacy instruction aligned to the district curriculum, state standards, and the Science
of Reading. In alignment with Georgia’s Early Literacy Act (HB 1139), the Literacy Specialist/Coach dedicates a minimum of 70% of their work time directly supporting teachers through side-by-side coaching, modeling, co-planning, classroom support, professional learning communities, and other job-embedded instructional practices designed to strengthen literacy instruction and improve student outcomes. This position is grant-funded and thereby staffed year-to-year. This position reports to the Executive Director of Teaching and Learning (Academic Implementation).

KEY RESPONSIBILITIES:

Assists in the development and oversight of the implementation of structured literacy, instructional strategies grounded in the Science of Reading, and the use of high -quality instructional materials (HQIM) to meet the learning needs of every student. Provides modeling, collaborative planning support, and side-by-side coaching to improve student outcomes. Provide support and oversight of the District’s Unified Literacy Plan and the academic goals of the strategic plan. Designs and facilitates effective professional learning opportunities and ensures equitable access to grade-level curriculum for English Learners and students reading below grade level at the assigned site.

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. Analyzes universal screener data, diagnostic and progress monitoring data to ensure individual student needs are met. Participants in the MTSS decision-making and provides guidance in assisting teachers in using data to create small intervention groups.

Provides constructive feedback and relevant assistance to engage teachers in reflective thinking – critical and analytical – during informal observations that are non-evaluative.

Monitors the implementation of the standards-based curriculum, instructional strategies aligned to the Science of Reading, and structured literacy practices. Provides guidance in the usage and implementation of the high-quality materials and lesson plans. Researches and provides content knowledge and resources regarding a range of effective and instructional practices.

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 learning sessions 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. Attend professional learning to develop knowledge and skills aligned with the Science of Reading and evidence-based instructional coaching practices.

All other duties, as assigned and required, in order to perform the above services, which are allowable under Georgia’s Early Literacy Act (HB 1139).

KEY JOB REQUIREMENTS:

Master’s degree in the educational field required.

Minimum of five (5) years of teaching experience in an educational environment, and delivering effective professional learning and development strategies required. Elementary level teaching experience required. Must have literacy intervention experience, dyslexia
intervention expertise and knowledge of the Science of Reading research. 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, ongoing, job-embedded & intensive professional learning communities.

Valid Georgia Certificate at level 5 or higher required. Reading endorsement required. Must currently hold Reading endorsement, or be willing to obtain within the first two (2) years of employment. Must be willing to obtain the Georgia Literacy Coaching Endorsement and/or
state literacy coaching credential.

Analytical decision making required.  Supervisor is available to review established broad objectives; independent judgment is required to review and approve major recommendations.

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.

Requires regular, frequent contact with internal personnelof 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.

Responsibility for the Welfare of Others: Constant (Daily) - to exercise the duty of care and
protection of the health, safety, security, welfare, well-being, and best interests of the district's various stakeholders.

WORKING CONDITIONS:

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

Light duty - On most occasions sitting at a desk or table; intermittently sitting, standing,
or stooping.  Light lifting or carrying 25 lbs. or less.

The 2026-2027 salary scales are not yet available.  The 2025-2026 salary schedules may be accessed via the following link: 2025-2026 Teacher Salary Scale.