The posting
License and Certification Qualifications:
- Valid Georgia teaching certification at Level 4 or higher Required
Education Qualifications:
- Bachelor's Degree in related field Required
- Master's Degree in related field Preferred
Experience Qualifications:
- 5 years of documented successful classroom teaching or literacy intervention experience at assigned grade levels Required
Skills Qualifications:
- A knowledge of scientifically based reading research, special expertise in quality reading instruction and intervention, dyslexia specific interventions, and data analysis
- Demonstrate competency through approved, periodic, practice-based assessment that verifies ability to apply the science of reading, learning science, and instructional science to deliver explicit, systematic, evidence-based literacy instruction directly with students.
- A thorough understanding of the following: 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's K-12 ELA standards; Multi-Tiered Systems of Support and Data analysis and application
- Ability to organize and complete multiple tasks/projects concurrently
- Strong communication skills, both in oral and written format
- Strong technology skills, including the Lotus Notes Database and Microsoft Office Suite programs
- Ability to work successfully with colleagues
- Ability to project and generate a positive attitude
Primary Responsibilities:
The state-funded literacy coaches will work in assigned schools to support Georgia's literacy legislation and provide appropriate services to schools so that there can be a cohesive, sustained, intensive, and classroom-focused approach that is rigorous, engaging, and relevant for students. School-based literacy coaches will provide a non-threatening, open, professional, and collaborative work relationship with principals, other academic coaches, and teachers. They will be required to effectively identify the needs of assigned schools in order to prioritize, schedule, organize, and provide technical assistance so that students in assigned schools achieve grade level reading. They will spend no less than 70 percent of the school day in classrooms working directly with students and teachers. Assurances: The school-based literacy coach shall not be: * Authorized or required to perform administrative functions or duties, including, but not limited to, performing any rotating duty assignments or serving as an evaluator, substitute teacher, assessment coordinator, or school administrator * Invited, required, or permitted to attend placement committee meetings * Designated as a teacher of record
- Coach educators using non-evaluative, evidence-based practices, including modeling instruction, analyzing instructional practice and data, providing actionable feedback, and delivering side-by-side classroom supportEngage in differentiated coaching cycles to reduce instructional variability and promote equitable access to literacy instruction, using evidence-based coaching strategies. Use data to drive coaching cycles, determine student outcomes and teacher practice goals, co-plan and model instructional moves, implement and observe to collect evidence, provide affirmative and corrective feedback, and reflect on implementation to determine next steps
- Collaborate with the school principal and other leaders to create a strategic plan for literacy coachingImplement and monitor the plan in partnership with administrators
- Prioritize time for teachers, activities, and roles that will have the greatest impact on student reading achievement, such as coaching and mentoring in classrooms
- Analyze student data, including screening, diagnostic, and progress monitoring data, to inform instruction, grouping, and intervention within a multi-tiered system of supports framework
- Synthesize student performance data and educator practice data to establish coaching goals and design targeted, needs-based support for educators
- Support the implementation and monitoring of evidence-based literacy curricula and instructional materials with fidelity, ensuring alignment to the science of reading
- Provide high-quality professional learning aligned to Science of Reading and local school needsPartner with instructional leaders to identify trends and determine professional learning needs Develop, provide, and/or support just-in-time professional learning aligned to the LSPI Support teachers with transfer of the learning into practice through Collaborative Learning Team support and coaching cycles
- Build and maintain trust and rapport through consistent, supportive communication and active listening with teachers and leaders
- Support teachers and leaders in implementing evidenced-based literacy practices that address the diverse needs of all learners, including students receiving special education services, multilingual learners, gifted learners, and student receiving intervention and acceleration.
- Ensure coherence and alignment of literacy initiatives across school, district, and state priorities to promote equitable outcomes for all student groups.Attend and participate in required Language Arts professional learning Collaborate with the Office of Special Education, Multilingual Learners Office, and Gifted Office, and Instructional Development and Support to align literacy practices, resources, and support structures
- Perform other duties as assigned.
Physical Demands: While performing the duties of this job, the employee is frequently required to sit for extended periods of time. The employee is also required to talk, hear, stand, and walk. The employee may be required to use hands to touch, handle, feel, and/or reach. The employee is occasionally required to stoop, kneel, or crouch. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, depth perception, and ability to adjust focus. The employee is required to operate a motor vehicle in performance of duties. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
