Foundational Literacy Coach

Crane Elementary School District 13•Yuma, AZ

27d

About The Position

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 student’s 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 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. 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 school’s 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

Requirements

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
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
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
Arizona's 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
Must possess an Arizona Teaching Certificate with Reading Endorsement or K-5 Literacy Endorsement

Nice To Haves

LETRS preferred

Responsibilities

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 school’s 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