Instructional Support Coach

YMCA of Metro Atlanta•Atlanta, GA

4d•Onsite

About The Position

The Instructional Support Coach is a specially prepared professional who, under the direction of the Senior Director of Early Learning Education, supports literacy and language performance among young children, particularly those experiencing difficulties in schools or centers. The coach provides high-level literacy and language development support to school or center staff, including classroom teachers and assistant teachers. The role supports the implementation of early learning programs and the YMCA’s literacy initiative through staff coaching, professional development, assessment, data-informed instructional decisions, and collaboration. The coach also contributes to school readiness, high-quality early childhood education, and consistent implementation of Early Learning Signature Programs. The position is based at the Arthur M. Blank Family Youth YMCA Early Learning Center.

Requirements

Bachelor’s degree in reading, early childhood education, special education, or a related field.
At least 1 year of prior preschool or pre-K teaching experience.
Knowledge of effective strategies and the ability to analyze instruction and provide clear, specific information about strategy implementation.
Valid Georgia provisional teacher certification with documented reading coursework.
Experience and skill coaching or mentoring adults on literacy-related topics.
Excellent interpersonal, written, and verbal communication skills.
Deep understanding of scientifically based research in early language and literacy development and evidence-based practices for teaching early language and literacy and assessing progress toward benchmarks documented through WSS rubrics and guidelines.
Hands-on experience using data to make informed decisions.
Ability to pass pre-employment background checks, including criminal record check, drug screening, motor vehicle record check, and reference check, according to company policy.
Must be legally eligible to work in the United States without current or future sponsorship.

Nice To Haves

Master’s degree in reading, early childhood education, special education, or a related field.
At least 3 years of prior preschool or pre-K teaching experience.
Valid Georgia T-certification (clear, renewable).

Responsibilities

Provide school or center staff with resources and training on scientifically based early language and literacy research and evidence-based practices.
Coach lead and assistant teachers through modeling, demonstrating, co-teaching, observing, and providing feedback on implementing core, supplemental, and intensive birth-to-five language and literacy interventions with fidelity, and using assessment data to guide instruction.
Support implementation of the core curricular program and approaches selected by program directors, working with publishers as needed.
Establish and oversee a peer mentoring network for teachers, including classroom visits to observe specified instructional practices.
Redeliver literacy and advanced seminar content to birth-to-five teachers and assistant teachers; lead study groups to discuss research, enhance commercial programs with research-based content, share implementation experiences, and examine student work.
Build a school or center learning community focused on integrated learning and connections across classrooms and facilities.
Lead and coordinate the school or center assessment team, helping administer screening, progress-monitoring, diagnostic, and outcomes literacy assessments.
Coach teachers on administering and interpreting assessment data to identify adequate progress, students needing supplemental or intensive intervention, and appropriate small-group instruction.
Become familiar with administration and interpretation of in-depth diagnostic measures and other assessments used in early education.
Use available guidance to review core, supplemental, and intensive intervention materials under consideration for purchase for alignment with the literacy initiative.
Help organize and lead school, center, and regional professional development to disseminate literacy content to non-project schools and centers.
Meet regularly with the Senior Director of Early Learning Education, Lead Literacy Coach, and peers to assess literacy initiative implementation and modify elements as needed.
Assist in analyzing school or center literacy strengths and weaknesses and developing plans to improve student achievement in language and literacy and teaching effectiveness.
Foster trust and collaboration among staff to promote professional growth and accelerate students’ language and literacy achievement.
Attend professional development and networking meetings for Literacy Initiative Coaches.
Support implementation of Early Learning Signature Programs to ensure consistent quality across the organization.
Support the Early Learning Education Department in meeting School Readiness Goals.
Assist in creating administrative systems that support high-quality Early Childhood Education programs.
Conduct CLASS Assessments Sweeps.
Review posted lesson plans during RRFTS site visits.
Collect and enter Head Start education tracking forms.
Support Education Managers in providing teaching staff with additional assistance regarding classroom needs.