Instructional Literacy Coach

Title:

Elementary Instructional Literacy Coach TOSA

Reports To:

Director of Elementary Instruction and K-6 Principals

Department:

Sunset School

Bargaining Unit:

OSEA 33

Management

X CBEA

Confidential

Unrepresented

Hours / FTE:

40 hours per week / 1.0 FTE

No. of Work Days:

190

Salary Schedule:

Per the bargaining agreement schedule

POSITION DESCRIPTION:

The Teacher on Special Assignment (TOSA) Instructional Literacy Coach will play a critical role in supporting the Science of Reading framework and Oregons Response to Instruction and Intervention model in3-6th gradeclassrooms. The Instructional Coach will collaborate with classroom teachers to enhance reading and writing instruction ensuring it is rooted in evidence-based practices that promote literacy development from a scientific structured and data-driven approach.

This role will support educators in providing high-quality differentiated instruction designed to build student skills and increase academic achievement in alignment with the Science of Reading principles and ORTIi.

The Instructional Coach will serve as a key member of the school and district leadership teams working alongside administrators and teachers to analyze student data identify instructional needs and plan effective interventions. By leveraging the power of collaborative coaching and professional development the Instructional Coach will foster a culture of continuous improvement ensuring that teachers are equipped with the tools and knowledge to deliver effective standards-based literacy instruction.

QUALIFICATIONS:

• Oregon Teaching License:Must hold a valid Oregon Teaching License.
• Masters Degree:A Masters Degree in Education or a related field is strongly preferred.
• Experience:Minimum of 5 years of successful classroom teaching experience in K-3 with a focus on literacy instruction.
• Expertise in Literacy:Demonstrated expertise in the Science of Reading literacy development and effective literacy instruction in K-3 settings.
• Leadership Experience:Prior experience in coaching mentoring or leading professional development for teachers is highly preferred.
• Strong Understanding of ORTIi:Experience with or knowledge of ORTIi frameworks including tiered intervention strategies and data-driven instructional planning.
• Collaboration & Communication Skills:Exceptional interpersonal communication and collaboration skills with the ability to build trusting relationships with teachers administrators and other instructional leaders.
• Professional Development Design:Proven ability to design and deliver high-quality professional development focused on literacy instruction data analysis and differentiated teaching strategies.
• Data Analysis & Instructional Planning:Strong skills in analyzing student data using it to guide instruction and plan effective interventions for struggling readers.
• Commitment to Professional Growth:A strong commitment to continuous learning self-reflection and professional development to stay current with literacy research and best practices.

INSTRUCTIONAL LEADERSHIP DUTIES:

• Coaching and Instructional Support:Partner with teachers to enhance their understanding and application of the Science of Reading focusing on phonemic awareness phonics fluency vocabulary and reading comprehension. Provide ongoing coaching and professional learning to support the implementation of evidence-based literacy practices grounded in current research on literacy development and ORTIi.
• Collaboration & Professional Learning:Lead and facilitate collaborative learning teams for K-2 educators focusing on designing and implementing high-quality literacy instruction aligned with state standards and ORTIi frameworks. Guide teachers in planning differentiated standards-based lessons to meet the diverse needs of all students.
• Data-Driven Instruction:Assist teachers in analyzing student work and data to assess literacy progress and adjust instruction. Use data to guide planning and to ensure all students are progressing according to the Science of Reading principles.
• Modeling Best Practices:Demonstrate effective teaching practices in reading and writing through co-teaching modeling lessons and facilitating classroom observations. Provide feedback and actionable strategies to improve instructional practices especially in reading interventions and differentiation.
• Support ORTI Implementation:Collaborate with school teams to implement the ORTIi framework ensuring that literacy instruction is tiered and responsive to the needs of all students. Provide guidance on best practices for effective Tier 1 Tier 2 and Tier 3 instruction in reading and writing.
• Professional Development:Design and lead professional development workshops and training sessions on the Science of Reading effective literacy strategies and ORTIi implementation. Keep abreast of current research and trends in literacy education and support teachers in applying new knowledge to their practice.
• Mentorship & Collaboration:Serve as a mentor to new teachers helping them develop a deep understanding of literacy instruction and ORTIi frameworks. Foster a collaborative culture within the school by working closely with other instructional leaders sharing strategies and continuously engaging in reflective practice.
• Assessment & Continuous Improvement:Provide support to teachers in using formative and summative assessments to monitor student progress in literacy. Help identify areas for growth plan interventions and ensure instruction is appropriately adjusted to support student success.

PERFORMANCE RESPONSIBILITIES:

• Implement a collaborative coaching model that supports teachers in aligning their instruction with the Science of Reading and ORTIi frameworks.
• Provide individualized coaching to teachers including demonstration lessons feedback and ongoing support to improve literacy instruction.
• Lead professional learning communities (PLCs) and grade-level teams to foster collaborative problem-solving and ensure effective literacy instruction practices.
• Support the use of assessment data to inform instructional planning monitor student progress and design targeted interventions for students at risk of falling behind in literacy.
• Participate in school leadership teams and contribute to data analysis school improvement planning and the alignment of school-wide goals with district initiatives.
• Model effective literacy instruction demonstrating best practices in reading and writing for K-3 students.
• Lead facilitate and contribute to professional development initiatives including peer observations study groups and professional reading focused on literacy.
• Foster a culture of ongoing reflection improvement and engagement with literacy best practices across the school community.

The role of the TOSA Instructional Literacy Coach is pivotal in creating a school environment where literacy instruction is rooted in evidence-based practices is continuously refined and is inclusive of all learners. Through collaboration data-driven decision-making and ongoing professional development the Instructional Coach will help shape a literacy-rich environment that supports student success in reading and writing.

PHYSICAL REQUIREMENTS:

Frequency Key: None (N); Occasional - up to 25% of shift (O); Intermittently up to 50% of shift (I); Frequently up to 75% of shift (F).

Activity

Frequency

Activity

Frequency

Bend

I

Lift/Carry 0-10 lbs.

F

Twist

F

Lift/ Carry 11-25 lbs.

I

Squat

O

Lift/ Carry 26-40 lbs.

O

Kneel

O

Lift/ Carry 40-100 lbs.

O

Climb

O

Stand

F

Reach Above Shoulders

O

Walk

F

Grip/Grasp

F

Sit

I

Extend/Flex Neck

F

Drive

N

Use Dominant Hand

F

Perform Repetitive Hand Motions

F

Use Non-Dominant Hand

F

Keyboard/ Mouse Work

I

Ability to See

F

Ability to Hear

F

ENVIRONMENTAL ELEMENTS:

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job.

The work environments combine a standard classroom setting including standard classroom equipment (assistivetechnology copier phoneChromebookor computer audio/visual equipment etc.) in a standard school setting. The noise level in the work environment is usually low to moderate and occasionally high depending upon student population and activities. The employee may be exposed to blood borne pathogens and/or physically and emotionally dysregulated students.

Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Note:This is not necessarily an exhaustive or all-inclusive list of responsibilities skills duties requirements efforts functions or working conditions associated with the job. This job description is not a contract of employment or a promise or guarantee of any specific terms or conditions of employment. The school district may add to modify or delete any aspect of this job (or the position itself) whenever it deems advisable.

For more information please contactMichelle Barton in Human Resources

orx 1110

Notice of Non-Discrimination

Students their families employees and potential employees of the Coos Bay School District 9 are hereby notified that the Coos Bay School System does not discriminate on the basis of perceived or actual race color religion sex sexual orientation national or ethnic origin marital status age mental or physical disability or perceived disability pregnancy familial status economic status veterans status in employment vocational programs or activities as set forth in compliance with federal and state statutes and regulations.

The district prohibits discrimination and harassment including but not limited to; in employment assignment and promotion of personnel; in educational opportunities and services offered students; in student assignments to schools and classes; in student discipline; in location and use of facilities; in educational offerings and materials; and in accommodating the public at public meetings.