26-27 Primary School Literacy/Instructional Coach

This is a position for the 2026-2027 school year. 

Estimated Start Date: July 23, 2026

Job Classification: Certified 10-month (190-day contract) 

Reports to: School Principal

Pay Scale: Certified Salary Schedule

Candidate must have certification in the assigned teaching field issued by the Georgia Professional Standards Commission. 

OVERALL PURPOSE:

Under the direction of the Principal, the job of the Literacy/Instructional Coach is to improve student literacy outcomes by providing job-embedded, non-evaluative coaching to teachers; supporting the implementation of evidence-based literacy instruction aligned to the science of reading; and assisting the school in developing and implementing a comprehensive literacy program in accordance with the Georgia Early Literacy Act (HB 1193), GADOE guidelines, and district priorities. 

MINIMUM QUALIFICATIONS:

• A valid Georgia Educator Certificate in the assigned teaching field as required by the Professional Standards Commission.
• Minimum of five (5) years of successful classroom teaching or literacy intervention experience at the assigned grade levels.
• Demonstrated expertise in: Science of reading, Structured literacy, Dyslexia-specific interventions, Data analysis, and instructional planning.
• ESOL and/or Gifted Endorsement preferred. Candidates may be required to obtain appropriate endorsements based on student population needs and district assignment.
• Such alternatives to the above qualifications as may be appropriate and acceptable. 

KNOWLEDGE & SKILLS:

Knowledge of scientifically based reading research and structured literacy practices. 

Knowledge of foundational literacy skills (phonological awareness, phonics, fluency, vocabulary, comprehension).

Knowledge of universal screeners, diagnostic assessments, and progress monitoring tools.

Ability to coach adults using evidence-based, non-evaluative practices.

Ability to model instruction and provide actionable feedback.

Ability to analyze student and teacher data to inform instructional improvement.

Ability to support the Multi-Tiered System of Supports (MTSS) for literacy.

Strong collaboration, communication, and facilitation skills. 

ESSENTIAL DUTIES & RESPONSIBILITIES (Possible responsibilities may include, but are not limited to):

• Contribute to the development of the school vision and mission.
• Provide leadership in researching, reviewing, and establishing new instructional programs or strategies.
• Provide support to individual teachers regarding instructional concerns related to existing programs and individual students.
• Coordinate, manage, and provide professional learning activities related to specific professional development needs of the faculty and staff, as directed by the principal
• Coordinate, manage, and conduct peer observations as non-evaluative feedback to faculty/staff members.
• Spends a minimum of 70% of the workday in classrooms working directly with teachers and students.
• Act as a source for instructional materials and strategies.
• Assume responsibility for own professional development, for keeping current with the literature, new research findings, and improved techniques in specialized areas; and for attending appropriate professional meetings.
• Coordinate, manage, and/or participate in committees, task forces, etc., related to instructional concerns.
• Assist in the identification, collection, and analysis of student learning data to improve the instructional program.
• Coordinate the design and implementation of common units of instruction and common summative assessments.
• Coordinate and maintain curriculum maps for all grade levels and academic areas.
• Perform all other duties and responsibilities as assigned.

Supervisory Responsibilities:  None

EVALUATION: Performance of this job will be evaluated in accordance with the provisions of the Teacher Keys Effectiveness System. (TKES)