Curriculum and Instruction - Literacy Coach (29510)

Title: Literary Coach

Calendar/Contract: 182 Days

Application Note:
This position will remain open until filled after a minimum of five working days (three working days if EMERGENCY HIRE is indicated). Applications will be reviewed prior to scheduling interviews. Current employees should complete the internal candidate application.

General Description:

The literacy coach position will be dedicated to increasing the instructional capacity of kindergarten through grade 3 educators through frequent, job-embedded professional learning in the Science of Reading. The position involves facilitating instructional coaching cycles, assisting teachers with data analysis to inform instruction, supporting individual reading plans, supporting and training paraprofessionals to implement interventions, and collaborating with school leaders to implement school-wide literacy goals.

Essential Functions:

• Apply knowledge and experience in the Science of Reading to support effective literacy instruction and intervention.
• Serve as a Literacy Coach for teachers and paraprofessionals in elementary schools within an assigned region of the district.
• Support the development, implementation, and monitoring of Individualized Reading Plans (IRPs) as a member of the student’s literacy team.
• Assist literacy teams in matching evidence-based literacy interventions to identified student needs.
• Provide professional learning, coaching, and ongoing support to teachers and paraprofessionals in the Science of Reading and evidence-based literacy practices.
• Build and maintain positive and collaborative working relationships with teachers, instructional coaches, administrators, paraprofessionals, parents, and district personnel.
• Promote a proactive, collaborative, and solution-focused culture within schools and teams.
• Collaborate with teachers, instructional coaches, administrators, paraprofessionals, and parents to establish and support student literacy goals.
• Support teachers in analyzing literacy assessment and progress-monitoring data to inform instruction and intervention.
• Support the collection, organization, and use of student data for intervention planning, progress monitoring, and implementation of IRPs.
• Schedule, initiate, and facilitate literacy team and IRP meetings as appropriate.
• Use Google Workspace and other district-approved technology tools effectively to support communication, collaboration, data collection, and documentation.
• Collaborate with district literacy coaches to develop and maintain consistent systems and procedures for IRP development, implementation, monitoring, and compliance.
• Collaborate regularly with other literacy coaches to share successes and challenges, problem-solve, and strengthen literacy practices across the district.
• Participate in IRP meetings to review student data and progress and assist literacy teams in determining appropriate next steps.
• Serve as an LEA representative at IRP meetings when designated and appropriate.
• Complete an approved Instructional Coaching Endorsement within three years of appointment, if not already held.
• Attendance is an Essential Function of this Position: Physical presence at the worksite is an essential function of this position. The role requires in-person collaboration, direct interaction with team members, other staff, students, and/or guardians, and access to on-site equipment and resources.

Other Functions

• Assists other personnel as may be required for the purpose of supporting them in the completion of their work activities.

Minimum Qualifications:

• Has knowledge of State Core Curriculum and Board of Education adopted guides.
• Valid Utah Teaching/Educator License and relevant endorsement(s).
• Requires a Utah State Board of Education (USBE) approved cleared criminal background check.
• Requires a bachelor's degree from an accredited college or university.

Physical Requirements:

• Remain in a stationary position 50% of the time.
• Move about inside and outside the school to access files, students and machinery.
• Constantly operate a computer and other office productivity machinery, such as a calculator, copy machine, computer, computer printer.
• Occasionally ascend/descend a ladder/stairs to access high objects or different levels of the building.
• Constantly position self to maintain files, students, or objects.
• Have the ability to communicate information and ideas so others will understand. Must be able to exchange accurate information in these situations.
• Have the ability to observe details at close and far range.
• Frequently move items weighing up to 20 pounds across the classroom for various needs.

Weber School District has the right to revise this position description at any time.

WEBER SCHOOL DISTRICT IS AN EQUAL OPPORTUNITY (EEO) EMPLOYER