Foundational Literacy Coach-Gary Knox ElementarySchool Year

SUMMARY

The Arizona Department of Education supports the hiring of Foundational Literacy Coaches for the purpose of facilitating and assisting Pk-3 teachers to increase performance of their students early literacy skills measured on the state reading assessment and approved literacy screener. The coaches will facilitate learning aligned to the science of reading research and provide technical assistance to teachers that will improve implementation of aligned practices into daily literacy instruction and intervention. This work includes the integration of the Arizonas English Language Arts (ELA) Standards and Arizonas Early Learning Language and Literacy Standards locally determined literacy curricula and intervention programs and use of data collected from the administration of formal and informal assessment tools.

The Foundational Literacy Coach is responsible for assisting teachers in the implementation and effective delivery of scientifically based reading instruction with a focus on Tier 1/Core. Coaches will provide appropriate services to their assigned school for a cohesive sustained intensive and classroom focused approach that is rigorous engaging and relevant for students. Literacy coaches will provide a non-threatening open professional and collaborative work relationship with district/charter-level school personnel other school-based coaches principals and teachers. They will be required to use data to effectively identify the needs of the assigned school to prioritize schedule organize and provide technical assistance that builds educator capacity to provide effective literacy instruction so that students meet age and grade level literacy expectations by the end of 3rd grade and beyond.

ESSENTIAL FUNCTIONS -Essential functions as defined under the Americans with Disabilities Act may include any of the following representative duties knowledge and skills. This list is ILLUSTRATIVE ONLY and is not a comprehensive listing of all functions and duties performed by incumbents of this class. Employees are required to be in attendance and prepared to begin work at their assigned work location on the specified days and hours. Factors such as regular attendance at the job are not routinely listed in job descriptions but are an essential function. Essential duties and responsibilities may include but are not limited to the following:

Responsibilities of the foundational literacy coach include building the capacity of Pk-3^rd grade classroom teachers ESS teachers and reading interventionists in reflective practice focused on improving reading instruction/student achievement in following ways:

• Provide information and training to teachers in a variety of settings (e.g. whole group staff development grade level meetings one-on-one)
• Model and co-teach instructional strategies and techniques
• Support teachers in implementation of new skills through instructional or facilitative coaching
• Observe new and experienced teachers in the classroom during the reading instructional tiers to provide specific one-on-one feedback regarding evidence-based practices to individual teachers during the coaching conferencing process
• Assist in planning and implementation of a 120-minute literacy block (90-minute core that includes small group differentiation and a 30-minute intervention period) with an emphasis on phonemic awareness phonics comprehension vocabulary fluency in addition to oral and written language
• Provide professional learning opportunities related to core and intervention programs to support instruction
• Provide resources tools and research for enhancing instructional practices
• Support teachers to deepen their understanding of content knowledge evidence-based reading strategies and how to use a variety of assessments to monitor student achievement
• Support grade level teams in analyzing data and designing next steps for instruction
• Maintain records related to coaching cycles professional development and data related to early literacy screening
• Meet with the school administration and leadership team on a regular basis to examine school data and assist in school-wide planning and implementation of meaningful literacy professional learning opportunities
• Support the development of the MOWR literacy plan as a member of the school literacy committee
• Engage in reading data conversations with teachers and assisting in goal setting data/evidence collection and analysis instruction and assessment
• Support teachers collaborative work to plan reading lessons small group differentiation and interventions
• Align efforts to the schools mission vision and literacy plan as they coincide with current reading research
• Stay informed of latest reading research
• Maintain confidentiality to build trustful and respectful relationships
• Maintain a high level of ethical behavior and confidentiality
• Recognize and celebrate accomplishments of all teachers
• Continue to build knowledge and understanding of evidence-based practices in early literacy and coaching
• Network with other literacy coaches

MINIMUM QUALIFICATIONS

• Masters degree in education or related field with 3 years documented successful experience teaching reading -OR bachelors degree in education or related field with 5 years documented successful experience teaching reading with a minimum of 3 years of literacy experience at the State District/Charter or School Level
• Successful experience facilitating adult learning and delivering professional development specific to literacy instruction (e.g. professional development feedback / surveys letters from participants etc.)
• Experience mentoring coaching and providing feedback about instruction to classroom teachers
• Experience leading others in a collaborative process
• Experience analyzing and using student achievement data for instructional purposes
• Ability to travel occasionally
• LETRS preferred

Knowledge of:

• Evidence-based research in the areas of reading writing listening speaking and language
• Essential components of reading instruction
• The science of reading and structured literacy
• The Move on When Reading (MOWR) legislation
• Arizonas English Language Arts (ELA) Standards and Arizona Early Learning Standards (AZELS)
• Literacy assessment systems practices and types
• Effective strategies in working with adult learners
• Evidence-based practices in literacy
• Knowledge and experience in literacy instruction literacy intervention and development of and/or implementation of instructional literacy resources
• Reading processes acquisition assessment and instruction
• Scientific reading research and its application to effective classroom instruction structure and practices as well as intervention
• Multi-tiered system of supports model and data analysis and application

Skill in:

• Systematic explicit instructional delivery
• Experience providing professional development and technical assistance directly to school and district/charter staff
• Ability to effectively prioritize schedule manage and organize multiple daily tasks to achieve goals
• Ability to administer and interpret reading assessments and use data to determine professional development needs and recommend changes to improve school-wide and/or classroom instructional practices
• Ability to rapidly acquire and apply new skills and information
• Ability to provide effective instructional feedback
• Ability to identify problems and develop appropriate solutions
• Use effective written and oral communication skills including the ability to engage in difficult and candid conversations with a variety of stakeholders
• Demonstrated leadership/managerial skills
• Demonstrated team building skills
• Demonstrated collaboration and facilitation skills
• Proficient in MS Word MS Excel Outlook PowerPoint and other tools

Abilities:

• Motivating others to achieve
• High degree of professionalism to ensure and protect the confidentiality of educators and students
• Strong work ethic self-directed and reliable and the ability to work both independently and collaboratively
• High quality interpersonal skills and the ability to relate to and interact with adults exhibiting a range of abilities and dispositions
• Persistent despite obstacles
• Ability to orchestrate change
• Valuing lifelong learning
• Belief that a coach can make a difference despite the nature of the challenges
• Desire to grow professionally

LICENSE AND CERTIFICATION REQUIREMENTS

Must possess a valid Arizona Teaching Certificate with a Reading Endorsement or K-5 Literacy Endorsement or demonstrate progress toward obtaining the required endorsement which must be added to the teaching certificate within six (6) months of the start date.

PHYSICAL DEMANDS AND WORKING ENVIRONMENT

The position requires the individual to meet multiple demands from several people and interact with the public and staff.

SUBMISSION REQUIREMENTS:

Candidates must have a minimum rating of Effective based on the district-approved teacher evaluation instrument.

R13123 194 days