2026-27_Literacy Specialist_Gracewood ES

Job Description For

Literacy Support Coach

Job Qualifications

PRIMARY DUTY

Department or Location:

RCSS Elementary Schools Position

Type: Certified / Contracted (GRANT FUNDED)

Job Title: GEOGIA LITERACY COACH (HB 1193)

FLSA Status: Exempt

Reports To: School Principal Days

190 Days (10 months)

Education: Bachelor's degree from an accredited college or university in Elementary Education,

Special Education or a related field required. Master’s degree preferred. Advanced preparation in

instructional coaching through completion of Coaching Endorsement, Teacher Leader Endorsement, or

independent training program OR 3 years instructional leadership experience including curriculum

design, professional development, and implementation support at the school or district level

preferred.

Certification or Licensure: Meets Georgia state certification requirements for teaching at level 4

or higher. Advanced preparation in reading / literacy through completion of Reading Endorsement,

Teacher Leader Endorsement, or independent training program approved by International Dyslexia

Association

Skills: Demonstrated expertise in the following is vital:

• Reading processes, acquisition, assessment, and instruction.
• Systematic explicit instructional processes.
• Instructional coaching approaches and strategies for teaching adult learners.
• Scientific reading research and its application to effective classroom instruction, structure,
  
  

and practices, as well as intervention.

• Georgia Standards for Excellence in English Language Arts, Social Studies, Science as well as new Georgia K-12 ELA Standards.
• Multi-Tiered Systems of Support.
• Data analysis and application.
  
  

Work Experience: A minimum of five years of successful teaching at the elementary level including

evidence-based word recognition and comprehension instruction.

This position is responsible for working in Elementary schools to support the Georgia’s Literacy

legislation and provide appropriate services to schools so that there can be a cohesive, sustained,

intensive and classroom-focused approach that is rigorous, engaging, and relevant. Georgia Literacy

coaches are required to spend 70% of the school day in classrooms working directly with students

and teachers. School-Based Literacy Coaches will provide a non-threatening, open, professional, and

collaborative work relationship with principals, other academic coaches, and K-3 teachers. They

will be required to effectively identify the needs of assigned schools to prioritize, schedule,

organize, and provide technical assistance so that students in assigned schools achieve grade level

reading by the end of third grade.

JOB DESCRIPTION FOR Literacy Support Coach

WORK ENVIRONMENT / PHYSICAL DEMANDS

• Assist principals and other leadership in assigned schools with aligning schoolwide systems,
  
  

processes, and resources to structured literacy as defined by HB 1193 Geogia Literacy Coach.

Georgia Early Literacy Act.

• Assist school administrators and other leadership with providing regular and user-friendly data
  
  

reports to their respective districts and other stakeholders.

• Assist K-3 teachers in addressing grade specific curriculum by developing an effective
  
  

school-wide

literacy plan and providing strategies for monitoring the plan’s implementation.

• Collaborate with Regional Structured Literacy Support Coaches to design and conduct
  
  

professional development to meet the varied needs of K-3 teachers.

• Facilitate and lead structured coaching cycles with teachers, fostering a collaborative and
  
  

growth-oriented environment that includes goal setting, modeling, lesson observation, constructive

feedback, and reflective discussions to enhance literacy instruction and student outcomes.

• Provide clear, practical, timely, and candid written, oral feedback to teachers about their
  
  

instruction.

• Conference with teachers identified for additional support to create, implement, and monitor
  
  

goals and plans for improving practice.

• Meet regularly with principal, other school-based coaches, and K-3 teachers to review data and
  
  

make recommendations for adjustments in instructional practices.

• Maintain an organized system for documenting coaching services.
  
  

The work environment characteristics are representative of those an employee encounters while

performing the essential functions of this job. Reasonable accommodations may be made to enable

individuals with disabilities to perform essential functions. The noise level in the work

environment is usually moderate.

The employee must occasionally lift and/or move up to 25 pounds. While performing the duties of

this job, the employee is regularly required to talk and hear. The employee is frequently required

to walk, stand, and sit.

This description may be changed at any time. This job description in no way states or implies that

these are the only duties to be performed by the employee. The employee will be required to follow

any other instruction and to perform any other related duties as assigned by the Board. Richmond

County Schools reserves the right to update, revise or change this job description and related duties at any time.