Literacy Coach

Literacy Coach

SCHOOL: TBD

TERMS OF EMPLOYMENT: 10.5 months (200)

SALARY:  Based on Bulloch County Schools salary schedule

FLSA STATUS: Exempt

REPORTS TO:  Principal

JOB CODE:  135

POSITION SUMMARY:

The literacy coach is responsible for collaborating with district and school leaders to improve literacy for students within the school. The literacy coach works directly with teachers to provide one-on-one coaching, modeling, and support as needed for all aspects of reading implementation, including phonics, guided reading, and reading interventions. 

REQUIRED QUALIFICATIONS:

• Bachelor's degree and meets certification requirements as established by Bulloch County Schools. 
• Must be eligible for a clearance certificate AND be eligible for one of the following teaching certificates; standard renewable, induction or nonrenewable, except in areas where the district has waived certification.
• Minimum of 5 years successful classroom teaching experience or literacy intervention experience at assigned grade levels.
• Experience using scientifically-based reading research. 
• Experience delivering quality reading instruction and intervention and dyslexia-specific interventions.
• Experience with the use of assessment and data to drive instructional practices. 
• 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 function 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:

• Master’s degree or higher in a related field.
• Experience as a teacher leader at the school level.
• Instructional coaching experience.

DUTIES AND RESPONSIBILITIES:

• Coaches educators using non-evaluative evidence based practices including modeling instruction, analyzing instructional practice and data, providing actionable feedback, and providing side by side classroom support.
• Collaborates with the principal to create a strategic plan for literacy coaching.
• Spends a minimum of 70% of the school day in the classroom working directly with students and teachers.
• Provides support, mentoring, coaching, and assistance to classroom teachers in the areas that will have the greatest impact on student reading achievement. 
• Analyzes student data, including screening, diagnostic, and progress monitoring data to inform instruction, grouping, and intervention within an MTSS framework. 
• Synthesizes student performance data and educator practice data to establish coaching roles and design targeted needs-based support for educators. 
• Supports the implementation and monitoring of evidence-based literacy curricula and instructional materials with fidelity ensuring alignment to the science of reading.
• Refrains from administrative functions or duties including, but not limited to: 
• performing rotating duty assignments
• serving as an evaluator, a substitute teacher, assessment coordinator, or school administrator
• attending placement committee meetings
• serving as the teacher of record
• Performs other duties as requested. 

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.