Literacy Coach (2026-2027 School Year)

Report To: Principal

FLSA Status: Exempt

General Definition of Work

The Literacy Coach provides leadership and instructional support to improve literacy instruction and student achievement in reading and writing. This position works collaboratively with teachers administrators and instructional staff to implement research-basedreadingstrategies analyze student data and support the development of effective literacy practices across the school.

Qualifications

To perform this job successfully an individual must be able to perform each essential function satisfactorily. The requirements listed below are representative of the knowledge skill and/or ability required. Reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions.

Salary/Status

Teacher Salary Schedule/Full-Time/190 days

Start Date

Determined by Human Resources

Essential Functions

• Models and supports high-quality literacy instruction aligned with state standards and district curriculum.
• Assist teachers in planning implementing and assessing literacy instruction to ensure that all students develop strong foundational literacy skills.
• Provides job-embedded professional development facilitates collaborative planning and helps teachers interpret and use assessment data to inform instruction.
• Observes classroom instruction and provides constructive feedback to teachers to strengthen instructional practices.
• Demonstrates effective reading and writing strategies through modeling lessons co-teaching and small-group instruction.
• Supports as a member of the school based MTSS team.
• Monitors student progress assisting with the administration and analysis of reading assessments and helping to develop targeted instructional plans based on data.
• Collaborates with school leadership to support literacy initiatives and contributes to school improvement efforts focused on increasing reading proficiency.
• Stays current with best practices in literacy instruction and supports the continuous improvement of teaching and learning.
• Strong communication collaboration and leadership skills are essential for building positive relationships with teachers and fostering a culture of instructional growth within the school.
• Assist with the development of the schools annual reading plan submission.
• Attend district level meeting (Coaches Corner).

Knowledge Skills and Abilities

• Knowledge of evidence-based literacy instruction and development for elementary students.
• Strong knowledge in the science of reading.
• Knowledge of state literacy standards district curriculum and instructional frameworks.
• Knowledge of reading assessments screening tools and progress monitoring systems used to evaluate student performance.
• Knowledge of differentiated instruction and effective strategies to support struggling readers including intervention programs.
• Knowledge of instructional coaching practices and adult learning principles. Knowledge of data analysis and how to use student performance data to guide instructional decisions and improve student outcomes.
• Knowledge of federal and South Carolina state laws and regulations.
• Skill in analyzing student assessment data and translating results into effective instructional strategies.
• Skill in modeling effective literacy instruction and demonstrating best practices in literacy teaching.
• Skill in coaching and mentoring teachers through observation feedback and collaborative planning.
• Skill in designing and delivering professional development focused on literacy instruction.
• Skill in communication both written and verbal to clearly convey instructional strategies and expectations.
• Skill in organization and time management to coordinate coaching activities professional learning and instructional support. Skill in building collaborative relationships with teachers administrators and instructional staff.
• Ability to support and guide teachers in implementing high-quality literacy instruction.
• Ability to interpret literacy assessment data and help teachers develop targeted instructional plans.
• Ability to model lessons co-teach and demonstrate effective literacy strategies in the classroom.
• Ability to lead professional learning communities and facilitate discussions focused on improving literacy instruction.
• Ability to support the implementation of reading interventions and monitor student progress.
• Ability to work collaboratively with school leadership and staff to improve student reading achievement.
• Ability to stay current with best practices in literacy instruction and apply them to support continuous improvement in teaching and learning.
• Ability to establish and maintain effective working relationships with students staff and the community.
• Ability to perform duties with awareness of all district requirements and Board of Education policies.
• Ability to interpret a variety of instructions furnished in written oral diagram or schedule form.

Certification and Experience

• South Carolina certification in Early Childhood (Pre-K-3) Elementary Education (Grades 2-6) with acceptable endorsements Literacy Teacher Literacy Coach or Literacy Specialist.
• Certification in LETRS or working towards certification.
• A minimum of three (3) years classroom teaching experience training and coaching adults preferred.
• Experience with differentiated instruction and inclusive teaching practices
• Familiar with educational technology tools
• Strong classroom management skills and a growth-oriented mindset

Special Requirements

• Must have and maintain a valid Drivers License or ability to provide own transportation
• May be required to travel to school district buildings and professional meetings
• Prior to beginning employment negative tb test results must be provided

Physical Requirements/Working Conditions

• Work requires long periods of standing or walking around the classroom especially when giving instruction monitoring students or using whiteboards/projectors.
• Requires clear verbal communication and strong listening skills to engage with students parents and colleagues.
• May require projecting voice in noisy environments or large classrooms.
• Use of hands to write on boards type handle classroom materials and operate technology (computers tablets projectors).
• May include lifting or carrying instructional materials textbooks or student work (typically up to 20 lbs.).
• Must be able to read and assess student work view computer screens and monitor student behavior visually.
• Must be able to hear student questions and school announcements.
• Repetitive actions like typing grading papers writing on boards.
• Often sit for extended periods while planning lessons or grading but also stand or move frequently while teaching.
• Work is primarily conducted indoors in classrooms often with limited temperature control in older buildings.
• Exposure to chalk dust markers cleaning supplies and sometimes poor ventilation.
• Classrooms can be noisy during group work.
• Standard school hours but teachers often work before and after school for planning grading meetings or extracurricular activities.
• Evening or weekend work is common for lesson prep grading parent communication or professional development.
• Managing behavior supporting diverse student needs and maintaining classroom engagement.
• Breaks are limited and structured around school schedules (e.g. lunch prep periods).
• Constant interaction with students parents administrators and colleagues.
• Must manage interpersonal dynamics conflicts and communications in a professional and respectful way.

Application Requirements
Applicants must submit official transcripts three professional references with at least one supervisory reference and a copy of the appropriate credentials as part of the application process.

Pre-Onboarding Requirements
As a condition of employment and prior to onboarding the district will conduct a criminal history background check. The recommended candidate will be required to provide personal information necessary to complete the background check such as date of birth gender and race to remain in compliance with applicable laws and regulations.

Disclaimer

The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties responsibilities and qualifications required of employees in this job. Job description is sourced from employee interviews internal documents representative job descriptions in similar districts and other state/federal district reserves the right to modify the job description based on the needs of the district.

Rock Hill Schools provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race color religion age sex national origin disability status genetics protected veteran status sexual orientation gender identity or expression or any other characteristic protected by federal state or local laws. This policy applies to all terms and conditions of employment including recruiting hiring placement promotion termination layoff recall transfer leaves of absence compensation and training.