LITERACY CONTENT COACH (K-5TH GRADE)

Beginning August 2026

Literacy Content Coach (Kindergarten - 5th Grade)

(10.5 month position)

PURPOSE: Davie County’s approach to content coaching is student-centered, with student outcomes at the heart of their work. The role of a content coach is to work collaboratively with teachers to support them in meeting their goals for student learning.

DUTIES AND RESPONSIBILITIES:

• Support district and state level literacy initiatives, programs/software, assessments, and curriculum in grades K-5.
• Build teacher capacity in literacy instruction in grades K-5 by completing coaching cycles through strong instructional partnerships.
• Support meaningful PLTs, including analysis and use of various data to establish goals, differentiation of instruction, and support effective teaching and learning for all students.
• Provide relevant research/literature and onsite formal and informal professional development, model effective instructional strategies, and facilitate the sharing of effective classroom practices.
• Meet and plan regularly with school/district administrators to create a safe environment in which to engage teachers in reflective, critical thinking about literacy instruction and how to improve student growth and achievement.
• Availability beyond the school day to coach, plan, and collaborate

MINIMUM TRAINING AND EXPERIENCE:

• Completion of professional development requirements for district and state initiatives/working toward (willingness to pursue) trainer status
• Exceptional interpersonal and communication skills
• Ability to collaborate and lead thoughtful conversations with colleagues
• Strong understanding of the NC ELA standards (K-5), curriculum, research-based instructional strategies, and instructional technology resources
• Commitment to confidentiality and the development of trusting teacher-coach relationships
• Ability to disaggregate and analyze a variety of data
• Problem-solving mindset, reacting to change productively
• Ability to provide constructive feedback with a student-centered/student-focused approach
• Strong understanding of district and state level literacy initiatives, programs/software, assessments, and curriculum in grades K-5
• Must hold an active NC Teaching License and have had successful teaching experience in the classroom
• Master’s degree and previous coaching and/or mentoring experience preferred

MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED

TO PERFORM ESSENTIAL JOB FUNCTIONS

Physical Requirements: Must be able to operate a variety of equipment including computers, copiers, etc. Must be able to exert up to 10 pounds of force occasionally, and/or a negligible amount of force constantly to lift, carry, push, pull, or otherwise move objects.

Conceptual Awareness: Requires the ability to observe, compare, and contrast various people, data, or items.

Interpersonal Communication: Requires the ability to speak and/or signal people to convey or exchange information. Includes receiving instructions, assignments and/or directions from colleagues or supervisors.

Language Ability: Requires the ability to read and prepare a variety of materials, correspondence, reports, handbooks, forms, lists, etc.

Intelligence: Requires the ability to rationalize and solve problems independently with a variety of variables, aligned with policies, procedures, and professional expectations.

Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently in standard English.

Numerical Aptitude: Requires the ability to use mathematical operations and apply mathematical skills to solve work-related problems; including but not limited to adding, subtracting, and utilizing decimals and percentages.

Motor Coordination & Dexterity: Requires the ability to coordinate hands and eyes rapidly and accurately. Must have minimal levels of eye/hand/foot coordination.

Visual and Spatial Aptitude: Requires visual acuity to complete essential duties, including the ability to conceptualize visual representations, size, shape, and color.

Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with persons acting under stress.

Physical Communication: Requires the ability to talk and hear: (Talking: expressing or exchanging ideas by means of spoken words. Hearing: perceiving nature of sounds by ear). Must be able to communicate via telephone.

DISCLAIMER

The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to this job.