Literacy Coach

SCHOOL: Langston Chapel Elementary

TERMS OF EMPLOYMENT: 10.5 months (200)

SALARY:  Based on Bulloch County Schools salary/supplement schedule

FLSA STATUS: Exempt

REPORTS TO:  Principal

JOB CODE:  130

POSITION SUMMARY:

The Literacy Coach supports the development and implementation of high-quality literacy instruction across all grade levels. This position is designed to build teacher capacity, improve Tier 1 instruction, and ensure literacy practices align with district and school initiatives, including UFLI Foundations and Guided Reading framework.

The Literacy Coach will model effective literacy instruction, provide individualized coaching and feedback, lead professional learning, and assist teachers in analyzing student data to inform instructional decisions. This position plays a vital role in promoting consistent, research-based literacy practices that accelerate student growth and reading proficiency.

REQUIRED QUALIFICATIONS:

• Must hold or be eligible to hold a valid Georgia teaching certificate in Early Childhood Education, Reading Specialist, or related field.
• Minimum of five years of successful teaching experience with demonstrated student growth in literacy.
• Proven knowledge of literacy instruction, including phonics, fluency, comprehension, and vocabulary development.
• Experience using student data to drive instructional decisions.
• Experience working with a diverse group of people.

• Embodies the core values of the district; relational, purposeful, reflective, resourceful, courageous and accountable.

• Must be able to satisfactorily perform each essential functions of the position.  When appropriate, reasonable accommodations will be provided to afford persons with disabilities an opportunity to perform the essential functions of the position.

• Must be able to provide a criminal background check with results that adhere to Bulloch County Board of Education Policy GAK(1).

PREFERRED QUALIFICATIONS:

• Training and experience in UFLI Foundations and Guided Reading.
• Experience in instructional coaching, professional development, or literacy leadership roles.
• Familiarity with evidence-based practices in early literacy, intervention, and small-group instruction.
• Experience supporting diverse learners, including students receiving Tier 2 and Tier 3 interventions.

DUTIES AND RESPONSIBILITIES:

• Models and coaches evidence-based literacy instruction, including UFLI phonics and Guided Reading routines.
• Provides side-by-side coaching and feedback to teachers in classrooms.
• Collaborates with grade-level teams and administration to strengthen Tier 1 instruction and ensure alignment with the science of reading.
• Supports teachers in using student data to plan instruction and monitor progress in reading and writing.
• Designs and leads professional learning sessions focused on effective literacy instruction, intervention, and data analysis.
• Works closely with the School Improvement Specialist and district literacy team to implement and sustain schoolwide literacy initiatives.
• Assists in developing resources and strategies to support classroom instruction and family engagement in literacy.
• Participates in PLCs, data meetings, and instructional rounds to identify strengths and address gaps in literacy practices.
• Ensures all coaching efforts are collaborative, non-evaluative, and focused on student outcomes.
• Maintains accurate records of coaching cycles, teacher support, and student progress.
• Performs other related duties as assigned

PERFORMANCE FACTORS: 

• Light Work:  Exerting up to 20 pounds of force occasionally, and/or up to 10 pounds of force frequently, and or a negligible amount of force constantly to move objects.  If the use of arm and/or leg controls requires exertion of force greater than that for sedentary work and the worker sits most of the time, the job is rated light work.
• Interaction with Others:  Ability to maintain, on a regular and consistent basis, relationships that are characterized by high expectations, teamwork, and collaboration.  Ability to be flexible relative to daily routines.  Ability to demonstrate sensitivity to the differences among diverse populations.
• Concentration:  Ability to maintain workflow and thought processes in the presence of frequent distractions.  Ability to ignore irrelevant sights or sounds and intrusive thoughts or stimuli.  Ability to manage multiple tasks simultaneously with only few or no errors.
• Stressful Circumstances:  Ability to produce quality work when short or unexpected deadlines are presented.  Ability to adjust work processes without incident when new and unexpected directions are given relative to a project that may be in process.  Ability to maintain composure and not compound a situation when interacting with persons who may be angry, demanding or otherwise less than polite.
• Independent Judgment:  Ability to complete work tasks without being given precise directions relative to work steps or the final project.
• Organizational Skills:  Ability to establish priorities, simultaneously manage multiple tasks; and deliver a quality work product by a designated deadline.
• Public Contact:  Ability to communicate professionally and effectively, both verbally and in writing, with superiors, colleagues, parents, and other individuals within and external to the school system.  Ability to demonstrate professionalism while interacting with others and to maintain constructive working relationships.
• Attendance and Dependability:  Ability to report to work at the scheduled time and to seldom be absent from work.  Demonstrate prompt and regular work attendance.  Process appropriate paperwork to authorize absences in accordance with school system procedures.  Ability to complete work in a timely, accurate manner and to be conscientious about work performance.

EVALUATION: Performance will be evaluated annually by the Superintendent or designated supervisor in accordance with Policy GBI - Evaluation of Personnel.

Job descriptions are designed and intended only to summarize the essential duties, responsibilities, qualifications, and requirements for the purpose of clarifying the general nature and scope of a position's role.  Job descriptions do not list all tasks an employee might be expected to perform.