Literacy Coach (Anticipated)

The purpose of this position is to have an individual who can provide embedded staff development through a variety of channels to improve students literacy.

Qualifications:..

Education Training and Experience:

1. Masters Degree in Reading Language Arts or Language and Literacy.
2. Licensure from the MA DESE
3. Teacher of Reading.
4. Demonstrated subject matter competence highly qualified in the area of licensure.

Knowledge Required:

1. Currency in the curriculum including knowledge of the Massachusetts Curriculum Frameworks.
2. Effective planning and assessment of curriculum and instruction.
3. Effective classroom management.
4. Effective instruction in a standardsbased classroom.
5. Promotion of high standards and expectations for student proficiency.
6. Promotion of equity and appreciation of diversity.
7. Effective integration of technology across the curriculum.
8. Fulfillment of professional responsibilities.
9. Specialized knowledge of the Nine Effective Practices for Literacy
10. Specialized knowledge of the Dimensions of Literacy phonological awareness phonics fluency vocabulary comprehension writing and motivation to read.
11. Possesses specialized knowledge of instructional strategies that are vital for the
12. implementation and support of literacy development.
13. Knowledgeable about childrens literature.

Abilities Required:

1. Ability to deliver effective instruction.
2. Ability to differentiate instruction to meet student needs.
3. Ability to administer required student testing and assessments.
4. Ability to communicate clearly and effectively with students parents colleagues and administrators.

Skills Required:

• Effective classroom management skills.
• Excellent listening speaking reading and writing skills.
• Effective interpersonal skills.
• Skills in the specific subject matter of instruction.

Supervision:

Supervision Scope:

Supervises students and evaluates their achievement.

Supervision Given and Received:

Supervised by director.

Description of Duties:

(The essential functions or duties listed below are intended only as illustrations of the various types of work that may be

performed. The omission of specific statements of duties does not exclude them from the position if the work is similar

related or a logical assignment to the position.)

1. Management of the Learning Environment

1. Utilizes effective and varied instructional techniques and procedures.
2. Provides a standardsbased student centered environment in each class taught.
3. Utilizes educational materials properly.
4. Maintains a pleasant neat and wellorganized classroom.
5. Performs scheduled duties promptly.
6. Fulfills paperwork responsibilities promptly.
7. Maintains professional competence through inservice educational activities.
8. Demonstrates a thorough knowledge of the content area.
9. Understands and implements the Massachusetts Curriculum Frameworks.

1. Teacher/Pupil/Parent Interaction

1. Assumes responsibility for providing a safe supportive learning environment for every student.
2. Relates well to students of varied proficiency.
3. Provides and promotes opportunities for students to develop a wholesome selfconcept.
4. Guides students toward selfcontrol.
5. Provides effective student structure in the total school setting.
6. Accepts responsibility for the wellbeing of each assigned student.
7. Remains approachable to students and parents as needed.
8. Contributes to a positive and effective working relationship between school and home.

1. Professional and Personal Qualities

1. Adheres to the academic ethical and social standards of the profession.
2. Speaks and writes clearly understandably and appropriately.
3. Dresses appropriately and is wellgroomed.
4. Accepts constructive criticism.
5. Applies suggestions for improvement.
6. Uses confidential information for professional purposes only.
7. Is equitable and sensitive and responsive to all learners.
8. Realizes that good attendance is necessary for effective learning.
9. Participates in ongoing professional development including all district sponsored initiatives.
10. Aligns instruction to the Massachusetts frameworks and to departmental syllabi.
11. Assists teachers K5 by suggesting and demonstrating ideas strategies and materials that can enhance literacy instruction.
12. Supports new teachers and teachers new to a grade level in becoming more

knowledgeable about the teaching of reading and materials available.

1. Assists in the development of peer observation.
2. Leads substantive professional development at the building level with the

recognition that a variety of professional development activities will be more

likely to meet individual needs than a one size fits all approach (e.g. study

groups collaborative teams individual projects peer observations

demonstrations feedback etc.).

1. Participates in and contributes to coaches group in planning and presenting

curriculum meetings and preparing professional resources.

1. Assists building administrators and/or direct service personnel related to

district and state literacy initiatives and Massachusetts English/Language Arts

Framework.

1. Assists building administrators and teachers with matters related to MCAS scores.
2. Remains professionally active by regular participation in study groups regular

curriculum meetings literacy teams and other literacy related professional

development opportunities.

1. Teacher/Staff Relations

1. Shows evidence of helping to promote positive working relationships will school personnel.
2. Demonstrates willingness to share and exchange ideas skills techniques and materials.
3. Works effectively with administrative personnel.
4. Accepts and implements school and district decisions.
5. Fulfills assigned duties and outofclass responsibilities.
6. Complies with school department procedures and school committee policies.

Salary: As per the WEA contract.