Literacy Instructional Coach-Elementary

Contract Amount: Competitive salary and benefits commensurate with experience and certifications

Contract Length: The position will follow the teacher contract with the addition of up to five (5) extended contract days as determined by district needs to support planning professional development and implementation of literacy initiatives.

Reports To: Director of Grants and Assessments in collaboration with building principals

Evaluation: Performance of the Literacy Coach will be evaluated annually by the Director of Grants and Assessments with input from building principals in accordance with district policies and procedures. The evaluation tool such as a Student Centered Coaching Rubric will be aligned to the responsibilities outlined in this job description and the impact on instructional practices and student learning. The Literacy Coaching Evaluation tool will be approved by the Superintendent and the Portage Association of Teachers to meet the requirements as outlined in the Teacher Contract.

Job Goal

The Literacy Coach will increase the quality and effectiveness of teaching and learning in grades K3. The Literacy Coach will co-plan with individual teachers and teams model lessons and engage in co-teaching cycles. The Literacy Coach will partner with the school principal leveraging local data to plan and provide professional development related to the Science of Reading and assist in implementing evidence-based literacy practices aligned with the Science of Reading to meet the needs of all students.

Purpose of Position/Summary:

The literacy instructional coach will increase the quality and effectiveness of classroom instruction through observation and feedback lesson-modeling co-teaching mentoring and facilitating academic reflection. The coach will assist in implementing a plan for targeted support using evidence-based literacy practices to meet the needs of all students.

Qualifications:

• Bachelors degree required; Masters degree preferred
• Minimum 5 years of teaching experience
• Expertise related to literacy practice and pedagogy
• Hold a Valid Indiana Teacher License
• Early Literacy Endorsement required

Essential Duties/Responsibilities:

Instructional Coaching and Support

• Collaborate with educators in grades K3 to:
• Expand educators knowledge of Science of Reading practices
• Implement professional development aligned with evidence-based literacy instruction
• Support instructional planning with individuals and teams
• Conduct mini and full coaching cycles focused on improving student outcomes
• Provide training on the use of formative assessment data to inform instruction aligned with Science of Reading practices
• Ensure that student achievement and growth data are routinely collected analyzed and used to guide instructional decisions at both the school and classroom levels

Collaboration with Leadership

• Collaborate with school leaders and stakeholders to:
• Model continuous learning and serve as a leader in schoolwide literacy efforts
• Support the alignment of instructional practices with district and building goals
• Ensure implementation of literacy initiatives with fidelity
• Perform duties in compliance with all district requirements and Board of Trustees policies

Leadership and Systems Support

• Establish and maintain effective relationships with students educators and administrators
• Communicate effectively with diverse stakeholder groups
• Engage in ongoing professional learning related to early literacy and instructional coaching
• Read analyze and apply professional research and literature
• Solve practical problems and provide solutions aligned with evidence-based literacy practices

Coaching and Professional Support

• Serve as a non-evaluative instructional support for teachers; the Literacy Coach does not participate in formal teacher evaluations
• Maintain confidentiality regarding teacher practice and coaching conversations
• Provide coaching support to all K3 teachers prioritizing grades K2 based on student data district goals and administrative direction
• Include Special Education teachers in coaching cycles as appropriate and with approval from the Director of Special Education

Coaching Cycles

• Facilitate Literacy Coaching Cycles that:
• Focus on a broad goal that is standards-based
• Align with a unit of study
• Include co-teaching 3-5 times per week
• Include co-planning at least once per week
• Sustain a partnership for a duration of 34 weeks
• Involve 14 teachers
• Measure impact using the Results-Based Coaching Tool (RBCT)

Student-Centered Coaching Model

• Implement coaching practices aligned with the Student-Centered Coaching Model:
• Set standards-based goals
• Develop learning targets
• Conduct pre-assessments
• Co-plan instruction
• Co-teach lessons
• Conduct post-assessments
• Administer pre- and post-assessments for each coaching cycle
• Maintain accurate records of coaching cycles and outcomes
• Use data to inform professional development and instructional decisions

Data and Documentation

• Develop and maintain a coaching calendar accessible to teachers and administrators
• Utilize the Results-Based Coaching Tool (RBCT) for each coaching cycle
• Maintain school-level data and documentation related to coaching impact

Other Duties

• Maintain professional certifications and complete required training
• Participate in relevant professional development and conferences
• Remain current on state and federal regulations related to literacy initiatives
• Perform other duties as assigned by the Director of Grants and Assessments that are consistent with the goals and responsibilities of the Literacy Coach position

Role Clarity and Coaching Priorities

The primary responsibility of the Literacy Coach is to support teaching and learning through coaching cycles co-planning and professional development. To ensure the effectiveness and continuity of this work the Literacy Coach will not be assigned routine substitute teaching or supervisory coverage duties during instructional hours except in emergency situations as determined by the Director of Grants and Assessments.

Physical Demands

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of the job. Tasks involve the regular and at times sustained performance of moderately physically demanding work typically involving some combination of standing walking sitting climbing and balancing stooping kneeling crouching crawling and may involve the lifting carrying pushing and pulling of moderately heavy objects and materials (25 pounds or more) as well as the use of hands and fingers to handle or feel objects tools or controls reach with hands and arms talk and hear.

Disclaimer

Responsibilities and tasks outlined in this document are not exhaustive and may change as determined by the needs of the District. The employee shall remain free of any alcohol or non-prescribed controlled substance in the workplace throughout their employment in the school corporation. The employee is expected to adhere to and agrees to adhere to PTS Core Values the PTS Strategic Plan as well as all PTS District policies and guidelines including but not limited to the civility policy.