JOB SUMMARY

This position will work in CSI schools to support the Georgia Early Literacy Act.  The Structured Literacy Coach will provide appropriate services so that there can be a cohesive, sustained, intensive and classroom-focused approach that is rigorous, engaging, and relevant for students.  The coach will provide a non-threatening, open, professional, and collaborative working relationship with principals, other academic coaches, and K-3 teachers.  The coach will identify the needs of the school and prioritize, schedule, organize, and provide technical assistance so that students achieve grade level reading by the end of 3^rd grade.

 

DISTINGUISHING CHARACTERISTICS

This job has no supervisory responsibilities.

 

ESSENTIAL JOB FUNCTIONS

• Facilitate and lead structured coaching cycles with teachers, fostering a collaborative and growth-oriented environment that includes goal setting, modeling, lesson observation, constructive feedback, and reflective discussions to enhance literacy instruction and student outcomes.
• Provide clear, practical, timely, and candid written and oral feedback to teachers about their instruction.
• Conference with teachers identified for additional support to create, implement, and monitor goals and plans for improving practice.
• Meet regularly with principal, other school-based coaches, and K-3 teachers to review all formative and summative data (including required screeners) and make recommendations for adjustments in instructional practices.
• Maintain an organized system for documenting coaching services.
• Assist principals and other leadership in assigned schools with aligning schoolwide systems, processes, and resources to structured literacy as defined by Georgia Early Literacy Act.
• Assist school administrators and other leadership with providing regular and user-friendly data reports to their respective districts and other stakeholders.
• Assist K-3 teachers in addressing grade specific curriculum by developing an effective school-wide literacy plan and providing strategies for monitoring the plan’s implementation.
• Collaborate with Regional Structured Literacy Support Coaches to design and conduct professional development to meet the varied needs of K-3 teachers.
• Attend all required GaDOE professional learning.

MINIMUM EDUCATION AND EXPERIENCE REQUIREMENTS

• Valid Georgia Teaching or Service Certificate at Level 4 or higher
• Bachelor degree in Elementary Education or Special Education or Related field
• Advanced preparation in Reading/Literacy through completion of Reading Endorsement, Dyslexia Endorsement, or independent training program approved by International Dyslexia Association
• Minimum of 5 years elementary teaching experience including evidence-based word recognition and comprehension instruction

KNOWLEDGE, SKILLS AND ABILITIES

Thorough understanding of:

• Reading processes, acquisition, assessment, and instruction
• Systematic, explicit instructional process
• Instructional coaching approaches and strategies for teaching adult learners
• Scientific reading research and its application to effective classroom instruction, structure, and practices, as well as intervention
• Georgia Standards of Excellence (GSE) in English Language Arts, Social Studies, Science as well as new Georgia K-12 ELA Standards
• Multi-Tiered Systems of Support (MTSS)
• Data analysis and application

CERTIFICATION, LICENSE AND SPECIAL REQUIREMENTS

Clear Renewable Certification in Designated Content Areas.

 

Consideration/interviews will begin as soon as a list of applicants is established.