Reading Coach

ALABAMA READING INITIATIVE

SCHOOL READING COACH

QUALIFICATIONS:   

1. Must comply with all employment criteria legally established by the Lee County Board of Education.
2. Must hold an appropriate Alabama Class A Professional Educator Certificate.
3. Must have completed LETRS training.
4. Must have a minimum of three years teaching experience as a successful elementary or literacy teacher.
5. Exhibit strong interpersonal skills.
6. Committed to continued professional growth.
7. A knowledge of scientifically based reading research, special expertise in quality reading instruction and intervention, dyslexia specific interventions, and data analysis.
8. A strong knowledge base in the science of learning to read and the science of early childhood education.
9. Excellent communication skills with outstanding presentation, interpersonal, and time management skills.
10. Such alternatives to the above qualifications as the Board may find appropriate and acceptable.

Background Check Required:  (HB 402 ACT 99-361 Alabama Legislature)  Upon offer of employment, employees will be required to submit legible fingerprints for a background review by the Alabama Bureau of Investigation and the federal Bureau of Investigation. 

REPORTS TO:   K-6 Principals and Assistant Superintendent of Elementary Education

JOB GOAL:    To help students learn subject matter and skills that will contribute to their development as mature, able and responsible men and women.

ESSENTIAL JOB FUNCTIONS: In order to ensure that all students are reading on or above grade level by the end of third grade, the job of the ARI-funded local reading specialist(s) outlined in the Alabama Literacy Act will include the following as evidenced by student reading achievement and growth:

1. Collaborating with the principal to create a strategic plan for coaching to support and measure the impact of reading instruction according to the science of reading, school baseline data, and data from approved early reading assessment systems.
2. Facilitating school wide professional development and monitoring and measuring the impact of transfer to practice.
3. Modeling effective science of reading instruction for teachers that is explicit, systematic, inclusive of detailed explanations and more extensive opportunities for guided practice, error correction, and feedback.
4. Coaching and mentoring teachers daily via planned coaching cycles based on data and gradually releasing responsibility to teachers.
5. Facilitating data analysis discussions and supporting teachers by using data to differentiate instruction according to the needs of students by adhering to the framework of tiered instruction.
6. Fostering multiple areas of teacher professional learning, including exceptional student education and content area knowledge, and making adjustments based on data.
7. Prioritizing time for those teachers, activities, and roles that will give the greatest impact on student reading achievement, such as coaching and mentoring in classrooms, as evidenced by coaching logs, student impact data, and site visit data.
8. Monitoring the reading progress of all students a minimum of three times per year and making recommendations for the adjustment of instruction according to student specific needs identified from multiple data points and aligned with the science of reading as specified in the strategic plan for coaching.
9. Meet and instruct assigned classes in the locations and at the times designated in grades K-6 at multiple schools.
10. Create a classroom environment that is conducive to learning and appropriate to the maturity and interest of the students.
11. Prepare for classes assigned and show written evidence of preparation upon request of immediate supervisor.
12. Encourage students to set and maintain standards of classroom behavior.
13. Guide the learning process toward the achievement of curriculum goals and, in harmony with the goals, established clear objectives for all lessons, units, and projects to communicate these objectives to students.
14. Employ a variety of instructional techniques and instructional media, consistent with the physical limitations of the location provided and the needs and the capabilities of the individuals or student groups involved.
15. Strive to implement by instruction and action the district’s mission and instructional goals and objectives.
16. Assess the accomplishments of students on a regular basis and provides progress reports as required.
17. Diagnose the learning disabilities of students on a regular basis, seeking the assistance of district specialists as required.
18. Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities.
19. Maintain accurate, complete, and correct records as required by law, district policy, and administrative regulation.
20. Assist the administration in implementing all policies and rules governing student life and conduct, and, for the classroom, develops reasonable rules of classroom behavior and procedure, and maintain order in the classroom in a fair and just manner.
21. Make provision for being available to students and parents for education-related purposes outside the instructional day when required or requested to do so under reasonable terms.
22. Strive to maintain and improve professional competence.
23. Attend staff meetings and serve on staff committees as required.
24. Participate actively in all ARI reading coach trainings and support visits.
25. Demonstrate a high level of skill in scientifically-based reading research (SBRR) programs and instruction.
26. Create a schedule with time devoted to coaching (at least 50% of the time) and working with struggling readers (with responsibility for at least one group).
27. Adhere consistently to an approved schedule.
28. Plan with teachers for reading/literacy instruction.
29. Plan with the principals for K-6 literacy efforts.
30. Monitor and analyze assessment data.
31. Facilitate professional development at the school.
32. Perform any other pertinent assignment deemed necessary by the principal to assist in the efficiency and effectiveness of the classroom.

EMPLOYMENT:  This is a nine-month contract (189 days). It is also expected that local reading specialists support summer learning efforts with supplemental pay.

EVALUATION:   Performance of this job will be evaluated in accordance with provisions of the Board’s policy on evaluation of Professional Personnel.