RI Reads Literacy Coach

RI Reads Literacy Coach Tolman High School SUMMARY DESCRIPTION: The RI Reads Literacy Coach is critical in improving student literacy achievement across all grade levels. The coach's primary focus is on foundational reading skills and advanced literacy development (PreK and 6-12, respectively). The Coach also builds teacher capacity and deepens their understanding of evidence-based literacy instructional practices. Literacy Coaches serve as instructional leaders who promote continuous improvement, lifelong learning, and equity-driven instruction that ensures student success. Through a collaborative, supportive, and reflective coaching model, Literacy Coaches will guide teachers in implementing High-Quality Curriculum Materials (HQCM) and evidence-based literacy practices that meet the diverse needs of all students. Coaches will foster inclusive and equity-centered coaching, modeling best practices, co-planning, co-teaching, and providing constructive feedback. Coaches will receive support and professional learning from RIDE’s RI Reads state-endorsed coach and will work closely with our Education Preparation Provider Partner. This is not a supervisory role and does not include the evaluation of colleagues. Exemplary Duties and Responsibilities: The RI Reads Literacy Coach will: •Provide job-embedded professional learning: Model literacy instruction in classrooms daily/weekly and facilitate coaching cycles that support teacher growth. •Support instructional planning and lesson design: Assist teachers in understanding HQCM literacy materials, differentiating instruction, and implementing data-driven instructional strategies. •Build strong relationships with teachers, administrators, and other instructional coaches: Foster collaborative, equity-centered coaching relationships to enhance student outcomes. •Engage in reflective coaching practices: Provide constructive, actionable feedback that fosters teacher growth and confidence in literacy instruction. •Support educators in using student assessment data to guide instructional decisions and identify areas for intervention and enrichment. •Promote evidence-based literacy strategies, including phonemic awareness, fluency, vocabulary, comprehension, and writing development. •Develop and lead professional learning communities (PLCs) to enhance teacher collaboration and capacity-building in literacy instruction. •Embed research-based strategies that support diverse learners, including multilingual students and students with disabilities, to ensure high-quality, inclusive Tier I instruction. •Utilize adult learning theory to create meaningful, engaging, and self-directed professional development opportunities for teachers. •Submit weekly coaching logs and other required documentation to track coaching impact and progress. •Work closely with EPP to support preservice candidates. Job Qualifications: •Minimum 7-10 years of experience teaching literacy or English Language Arts (ELA). •Master’s Degree Preferred •Certified in, or eligible to obtain certification in, literacy or ELA instruction. (PreK must have PreK certification) •Must have proficiency endorsement in Science of Reading •Proven ability to engage in data-driven instruction that enhances student achievement. •Experience in evidence-based literacy instruction (e.g., Science of Reading, Structured Literacy, Balanced Literacy with strong phonics instruction). •Demonstrated expertise in coaching adult learners, applying equity-focused coaching practices to support diverse student needs. •Ability to facilitate reflective conversations and provide constructive feedback to teachers. •Strong knowledge of high-quality literacy curriculum materials and instructional best practices. •Excellent oral and written communication skills, with the ability to work collaboratively with teachers, administrators, and district leaders. Licenses/ Certificates: •Valid RI Teaching License in the area and grade level required. •Master’s Degree Preferred. Compensation and Benefits: •Salary and benefits will be per the Pawtucket Teacher’s Agreement with an additional 10 days Per Diem (194) total. •This position also allows for flex hours when the coach is providing training outside of the school day. The coach must provide a detailed plan to the building principal at least 2 weeks before professional learning facilitation. •This position is funded through a CLSD Grant.