PENDERGAST SCHOOL DISTRICT

Job Description

 

Job Title:  Foundational Literacy Coach

 

EXEMPT:  Yes                                                         JOB CODE:             

SALARY LEVEL: Certified Salary Schedule          DEPARTMENT:         

LOCATION:  PLC / School Sites     TERM OF EMPLOYMENT:  Certified Calendar

REPORTS TO: Director of School Improvement & Program Development   DATE APPROVED:

POSITION LEVEL:

 

SUMMARY:  

The Foundational Literacy Coach is responsible for assisting teachers in the implementation and effective delivery of scientifically based reading instruction. They are also responsible for providing ongoing professional development and coaching support. Coaches will provide appropriate services to schools for a cohesive, sustained, intensive, and classroom focused approach that is rigorous, engaging, and relevant for students.

 

The Foundational Literacy coaches will provide a non-threatening, open, professional, and collaborative work relationship with district/charter-level school personnel, school-based literacy coaches, principals, and teachers. They will be required to use data to effectively identify the needs of assigned schools 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.

 

The Foundational Literacy Coach position is for the purpose of facilitating and assisting Pk-3 teachers to increase performance of their student’s early literacy skills, measured on the state aligned reading assessment. 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 Arizona's English Language Arts (ELA) Standards and Arizona’s 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.

 

REQUIRED QUALIFICATIONS:

• Master’s Degree in Education or related field with 3 years documented successful experience teaching reading -OR Bachelor’s 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
• Valid Arizona Teaching Certificate
• Reading Endorsement

 

PREFERRED AND ADDITIONAL QUALIFICATIONS:

• 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 daily

 

Such alternatives to the above required & preferred qualifications as the Superintendent/Designee may find appropriate and acceptable

 

ESSENTIAL DUTIES AND RESPONSIBILITIES:

General Practices and Definitions

Professional Development: building, revising, scheduling, delivering, and overseeing multi- format professional development related to foundational literacy, Arizona's English Language Arts (ELA) Standards and Language and Literacy (ECE) Standards, science of reading, structured literacy, and Move On When Reading.

Guidance and Technical Assistance: building, maintaining, and disseminating guidance documents and resources, providing technical assistance over the phone, via email, virtually, and in person related to foundational literacy, Arizona's English Language Arts (ELA) Standards and Language and Literacy (ECE) Standards, science of reading, structured literacy, and Move on When Reading.

Record Maintenance and Reporting: maintain records related to coaching cycles, professional development, test scores, and data related to Move On When Reading, build reports for multiple audiences to share data on foundational reading, literacy and Move On When Reading and present findings to multiple audiences.

Other duties as assigned as related to the position.

School Level

1. Provide daily technical support (at least 85% of the school week) to school-based coaches or lead teachers in their capacity to support instruction of the 5 components of reading, implement curriculum, administer assessments, analyze data, and utilize technology
2. Model effective coaching and conferencing techniques
3. Assist administrators, school-based literacy coaches, and teachers in addressing grade specific curriculum by developing an effective school-wide literacy plan and providing strategies for monitoring the plan’s implementation
4. Design and conduct professional development to meet the varied needs of school- based literacy coaches and teachers
5. Conference with administrators, school-based literacy coaches, and teachers to create specific goals and plans for improving practice
6. Provide clear, practical, timely, and candid written and oral feedback to school- based coaches about their coaching practices and to teachers about their instruction
7. Meet regularly with principals, school-based coaches, and teachers to review data and make recommendations for adjustments in instructional practices
8. Maintain an organized system for documenting coaching services
9. Participate in professional development sponsored by the Arizona Department of Education, district/charter, and outside consultants
10. Provide expertise and support to teachers in scientifically based reading research and its implications for classroom instruction as needed
11. Provide professional development to teachers in the effective use of scientifically based reading instruction and a valid and reliable assessment system
12. Provide ongoing support, coaching, and modeling to teachers in the effective use of scientifically based reading instruction and a valid and reliable assessment system

 

District/Charter and Regional Level

1. Collaborate with other literacy coaches to support state literacy initiatives
2. Assist principals, school-based literacy coaches, and lead teachers in providing regular and user-friendly data reports to their respective districts/charters and other stakeholders
3. Provide on-going training and support for school-based educators within and across regions
4. Provide guidance for sharing data with a variety of audiences

 

State Level

5. Communicate a consistent message as established by the Arizona Department of Education in support of statewide literacy initiatives
6. Participate in on-going training, support, and networking to promote grade-level reading
7. Maintain and share documentation regarding coaching calendar and coaching cycles
8. Maintain and promptly submit reports on aggregate progress of teaching and learning specific to literacy in grades FOUNDATIONAL in assigned schools
9. Provide training to educators across the state
10. Support the ADE and the goals and objectives of the superintendent
11. Collaborate with ADE for strategic planning to facilitate and provide technical assistance to assigned teachers
12. Attend coaching community sessions to learn, collaborate, and integrate learning into facilitation and technical assistance provided to teachers

 

 

Knowledge:

• Knowledge of evidence-based research in the areas of reading, writing, listening, and speaking, and language
• Knowledge of the essential components of reading instruction

 

• Knowledge of the science of reading and structured literacy
• Knowledge of the Move On When Reading legislation
• Knowledge of Arizona's English Language Arts (ELA) Standards and Language and Literacy (ECE) Standards
• Knowledge of literacy assessment systems, practices, and types
• Knowledge of effective strategies in working with adult learners
• Knowledge of evidence-based practices in literacy
• Knowledge and experience in literacy instruction, literacy intervention, and development of and/or implementation of instructional literacy resources
• Knowledge of reading processes, acquisition, assessment, and instruction
• Knowledge of systematic, explicit instructional process
• Knowledge of instructional coaching approaches and strategies for teaching adult learners
• Knowledge of scientific reading research and its application to effective classroom instruction, structure, and practices, as well as intervention
• Knowledge of multi-tiered system of supports model, and data analysis and application

Skills:

• 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

 

 

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 student’s early literacy skills, measured on the state aligned reading assessment. 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 Arizona's English Language Arts (ELA) Standards and Arizona’s 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.

 

EVALUATION:  Performance of this job will be evaluated in accordance with provision of the Board policy or evaluation of professional personnel. 

 

REASONING ABILITY: 

Ability to define problems, collect data, establish facts, and draw conclusions; ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several concrete variables

 

LANGUAGE SKILLS:

Ability to read, analyze, and interpret education materials and programs; ability to write reports, procedure manuals, and correspondence; ability to effectively present information and respond to questions from groups of teachers, students, administration, and the community.

 

MATHEMATICAL SKILLS: 

Ability to work with mathematical such as probability and statistical inference; ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations.

 

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 this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

 

While performing the duties of this job, the employee is required to talk and hear.  The employee frequently is required to stand, walk, sit, and use hands to handle, or feel objects, or controls; and reach with hands and arms.  The employee is occasionally required to climb or balance and stoop, kneel, crouch, or crawl.  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, peripheral vision, depth perception, and the ability to adjust focus.

 

WORK ENVIRONMENT: 

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of the job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.  The noise level in the work environment is usually moderate.