What are the responsibilities and job description for the Literacy Coach (2026-2027 Anticipated Vacancy) position at Paulding County Schools?
Thank you for your interest in our Litercay Coach position
Job Summary:
The Literacy Coach is a vital and supportive member of the PCSD team, working collaboratively with educators, support staff, and administration to achieve the shared goal of ensuring all students receive the education they need to succeed both today and tomorrow. This role is performed within a school environment, overseen by the Coordinator of Literacy & School Principal, where teamwork and dedication to student success are paramount.
All staff are expected to fully adhere to the ethical standards set forth by the Georgia Professional Standards Commission, continuously demonstrating a strong understanding of the tasks and responsibilities their roles require. Moreover, they must embody the core belief that every action we take is driven by a commitment to the best interests of our students.
JOB DESCRIPTION
Position Title: Literacy Coach
Salary Schedule: State Base Salary Plus Local Supplement
Department: Teaching & Learning
Job Code:
Reports To: Coordinator of Literacy
Work Schedule: 210 Days
Grade/Level: N/A
FLSA: Exempt
Primary Function: This position serves as a school-level instructional leader responsible for improving student literacy outcomes by supporting K–3 teachers in the implementation of the Georgia Early Literacy Act. This role supports the effectiveness of high-quality instructional materials (HQIM), universal screening, and evidence-based interventions rooted in the Science of Reading. The literacy coach fosters teacher efficacy through a developmental, non-evaluative supervisory model that balances state accountability with job-embedded professional growth to improve student outcomes in K–3 literacy.
Working Conditions: Physical Demands:
Office Environment
Dexterity of hands and fingers to operate a computer keyboard
Constant Interruptions
Hearing and speaking to exchange information
Seeing to read a variety of materials
Sitting for extended periods of time
Bending at the waist, kneeling, or crouching to file materials
Qualifications:
Must hold or be eligible for a Georgia Level-5 Certificate or higher in the areas of English/Language Arts, Early Childhood Education, Reading Endorsement, and/or Coaching Endorsement
Must be eligible and willing to complete the Georgia Literacy Coaching Endorsement as established by HB 1193 (January 2027)
Must have completed state-approved Science of Reading / Structured Literacy training (e.g., Georgia Literacy Academy or LETRS).
Minimum five (5) years of teaching experience with a demonstrated track record of improving student literacy proficiency.
Demonstrated expertise and leadership in the Science of Reading and Literacy assessment use.
Demonstrated experience leading professional development and/or program implementation.
Demonstrated strengths in emotional intelligence, interpersonal communication, team leadership, and conflict resolution.
Proficiency with spreadsheets and data analysis.
The Board of Education and the Superintendent may accept alternatives to some of the above requirements.
Essential Functions:
Developmental Instructional Supervision
Coaching Cycles: Execute a structured coaching cycle (Pre-conference, Observation, and Post-conference) to foster a culture of reflection and pedagogical growth among teaching staff, both independently and in parallel with district support.
Differentiated Support: Tailor coaching intensity based on individual teacher needs, providing intensive scaffolding for novice teachers and facilitating collaborative inquiry for veteran practitioners.
Reflective Feedback: Use evidence-based questioning techniques to guide teachers in self-analysis of their instructional decisions, focusing on the alignment of their practice with the Science of Reading and Georgia Standards.
Job-Embedded Modeling: Conduct real-time demonstrations of structured literacy routines within the classroom to ensure the seamless transfer of professional learning into daily practice.
Non-Evaluative Supervision: Maintain a non-evaluative stance while providing rigorous, growth-oriented feedback.
Data Reporting: Collecting and presenting objective classroom data to teachers and leaders for the purpose of continuous improvement.
Assistive Relationships: Using relational skills to manage the psychological and pedagogical shifts required by state literacy mandates. Maintains professional confidentiality within the coaching relationship.
Statutory Literacy Mandates (HB 1193 Compliance)
Structured Literacy Implementation: Lead the transition to evidence-based Science of Reading practices, ensuring the elimination of "three-cueing" (MSV) and balanced literacy strategies, as required by state law.
High-Quality Instructional Materials (HQIM): Direct the school-level implementation of district-adopted literacy curricula.
Universal Screening & Diagnosis: Oversee the administration and data analysis of state-approved universal screeners (3x/year) to identify students at risk for reading deficiencies or characteristics of dyslexia.
Intervention Oversight: Partner with teachers to design and monitor Individualized Reading Intervention Plans/Tiered Reading Plans (TRP), ensuring documentation meets state legal requirements for student progress and potential retention decisions.
Time Management: Manages schedule to ensure 70% of contracted time is spent on routine classroom observations and coaching cycles with teachers and school leaders.
Data Leadership & Organizational Coherence
Unified Literacy Plan: Serve as the primary facilitator for the school’s implementation of the District Unified Literacy Plan.
Data Mediation: Lead Professional Learning Communities (PLCs) in analyzing screening data to refine Tier 1 instruction and target Tier 2/3 interventions effectively.
Parental Engagement: Ensure families are notified within 15 school days when a student is identified as "at risk" and provide actionable resources for home-based literacy support.
Data Cycles: Partner with district and school leaders to monitor and analyze qualitative and quantitative data to support school and district-wide improvement.
Program Articulation: Partners closely with the EAC to ensure an effective, aligned articulation between K-3 and 4-5 literacy practices and programs.
School and District Coherence: Provide leadership to connect and align literacy instruction and improvement efforts, building organizational coherence and feedback loops with school and district leaders.
Effective Communication: Serves as a trusted liaison between school and district leaders by maintaining clear lines of communication to navigate barriers, needs, and solutions across the organization.
Other duties as assigned by the Superintendent or designee.
Applicants will be selected for interview. Please do not contact local schools.
- It is the policy of the Paulding County School District not to discriminate on the basis of race, color, sex, religion, national origin, age, or disability in any employment practice, educational program, or any other program, activity, or service.
- Vacancies posted for a minimum of ten (10) calendar days. Emergency vacancies posted for a minimum of five (5) calendar days.
- The Paulding County School District uses the E-Verify system to verify eligibility for employment in the United States. Intellectual Disability