Pre-K Coach, RI Reads - Oldham Pre-k
Pre-K Coach, RI Reads - Oldham Pre-k
Posted on :
07-06-2025
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1 Vacancy
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Monthly Salary
Not Disclosed
Salary Not Disclosed
Vacancy
1 Vacancy
Posted on :
07-06-2025
Job Description
Class Title: RI Reads PK Coach Department: District Classification: Teacher 183 days (plus additional days as stated in contract) Immediate Supervisor: Pre K Principal CLASS DESCRIPTION Under the direction of the PreK Principal and/or Designee the RI Reads PK Coach is a critical lever in improving classroom literacy practices and student achievement. The role of the coach is to build teacher capacity and their understanding of instructional practices RIELDS and data driven practices. An RI Reads PK coach is a learner who models continuous improvement lifelong learning and goes above and beyond to ensure student success. The coach will promote reflection provide guidance and structure where needed and focus on strengths collaboration and common issues of concern. They are responsible for ensuring high-quality instruction in classrooms through data analysis modeling co-planning co-teaching and providing feedback to teachers. The RI Reads PK coach will demonstrate and model a passion for urban education reform early childhood and leadership. This is NOT a supervisory position and DOES NOT include evaluation of colleagues. ESSENTIAL DUTIES AND RESPONSIBILITIES: 1. Participate in 10 professional learning days organized by RIDE for RI Reads coaches (2 days to be held August 2025 prior to the start of school) 2. Analyze school data. 3. Support the instructional development of all teachers in understanding the RIELDS current curriculum and varied assessments the RI Models Professional Practice components and data analysis. 4. Build strong relationships with teachers administrators and other staff. 5. Provide direction and coordination for how the curriculum is taught consistent with recognized best instructional practices. 6. Create an articulated schedule with building administration and teachers for coaching cycles. 7. Assist teachers with resources materials tools information etc. to support literacy instruction and planning including new resources.8. Support teachers and administrators in using data to improve literacy instruction on all levels. 9. Assist teachers with planning and pacing of lessons the development of differentiated lessons and the selection of best practices to meet the literacy needs of their students. additional support to beginning teachers in curriculum instruction and assessment. 11. Support teachers by helping with the strategic how of teaching; share multiple instructional strategies/processes with teachers. observe (non-evaluative) lessons and provide feedback for a teachers professional growth and students success. staff members knowledge skills attitudes and behaviors through a variety of professional development targeted topics and designs. Adult Learning Theory to motivate adult learners to improve professional practice. job-embedded professional development. in a variety of forums including faculty meetings. any pertinent data/coaching documentation as requested. in Professional Development training to further your own growth including night weekend and summer hours. any additional duties as assigned. KNOWLEDGE SKILLS AND ABILITIES: Must have proven ability to work cooperatively and effectively with colleagues including the ability to create and nurture a professional community of adult learners. Must demonstrate leadership qualities and strong interpersonal skills including giving and receiving constructive feedback. Must have proven ability in using student-level data to guide instructional decisions. Demonstrates Teacher Leadership Knowledge of best practices in Social Emotional Learning. Must have strong pedagogical knowledge and content expertise. Must have demonstrated expertise in oral and written communication. Must have strong interpersonal skills. Models continual improvement demonstrates lifelong learning and applies new learning to help all students achieve. Must demonstrate evidence of professional growth including leadership and participation in a wide range of significant professional development activities. Must be proficient in technology and technology devices used to enhance the learning environment. MINIMUM QUALIFICATIONS: Education and Experience Bachelors Degree in Early Childhood Education Literacy Expertise RIELDS Training Preferred Science of Reading Proficiency Training Preferred Masters Degree Preferred RIDE Depart of Education Certification in appropriate grade span Minimum 10 years teaching experience Strong Leadership Experience Strong attendance record over time Commitment to after school hours summer institute Experience working with beginning teachers Experience delivering professional development to adults Extensive record of participating in a variety of professional development Excellent oral and written communication skills Strong interpersonal skills and problem solving skills. Strong presentation and facilitation skills Experience leading adult learning PHYSICAL DEMANDS: The physical demands described are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job the employee must be able to work in a variety of physical positions including but not limited to sitting standing stretching and walking. The employee is regularly required to talk and/or hear. The employee is frequently required to use hands handle or feel. The employee must be able to perform physical activities such as but not limited to lifting and/or moving light objects up to ten (10) lbs. and occasionally lift items slightly over ten (10) lbs. The use of a step stool may be required to reach the top drawer of a filing cabinet as necessary. Specific vision abilities include close vision and color ENVIRONMENT: The work environment characteristics described 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 the essential functions. The duties listed above are intended only as illustrations of the various types of work that may be performed and is not a comprehensive listing of all functions and tasks performed by positions in this class. 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.
Employment Type
Full-Time
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