Literacy Coach (Bilingual Required)

Grand Rapids Public Schools•Grand Rapids, MI

14d

About The Position

To perform this job successfully, an individual must be able to perform the essential job functions satisfactorily. Reasonable accommodations may be made to enable individuals with disabilities to perform the primary job functions herein described. Since every duty associated with this position may not be described herein, employees may be required to perform duties not specifically spelled out in the job description, but which may be reasonably considered to be incidental in the performing of their duties just as though they were written out in this job description. GRPS MISSION : Our mission is to ensure that all students are educated, self-directed and productive members of society. LITERACY COACH (Bilingual Required) Department: Instruction Bargaining Unit: Grand Rapids Education Association (GREA) Salary: Determined by the collective bargaining agreement and a comprehensive benefits package JOB SUMMARY To support teachers’ learning in K-12 buildings, Literacy Coaches will be utilized to assist in successfully implementing best practices as identified in their Reform & Redesign Plans. Literacy Coaches will provide leadership for teachers by planning, collaborating, organizing, modeling, and facilitating change to improve the instructional program. Literacy Coaches will participate in Coaching Cycles, Learning Walks, Professional Learning Communities, Data Analysis Meetings, and lead some professional development for the building staff based on the schools’ identified areas of need.

Requirements

Must have Michigan Teacher Certification in elementary or secondary education (6-12) for assigned content area.
Must have completed 3-5 years of successful teaching experiences.
Must have an effective or highly effective evaluation rating.
Must have completed or is willing to complete professional learning addressing the following: coaching practices, adult learning practices, understanding the standards, assessment literacy, backwards mapping from the standard and assessment literacy, Professional Learning Communities, differentiated instruction, observation protocols and have knowledge with programs such as Word, Power Point and Excel.
Bilingual in Spanish
Experience and success collaborating with colleagues and school administrator.
Experience and success planning and evaluating the impact of professional development.
Experience and success using adult learning practices with colleagues and others.
Experience and success facilitating adult learning.
Experience and success using technology to advance learning.
Experience and success using standards based instructional strategies relevant to the content areas to engage students in active learning to build understanding.
Experience and success with identifying and using multiple assessment tools aligned to the standards and used to diagnose deficiencies.
Demonstrated understanding of how to create and implement literacy lessons.
Demonstrated ability to relate with students, teachers, parents, and the public.
Demonstrated ability to respect the confidentiality of student information.
Demonstrated ability to respect the confidentiality of teacher information.
Demonstrated understanding of grading systems.
Demonstrated understanding of using assessment data to drive teaching practices and student learning objectives.
Demonstrated understanding of the use of Syllabi/pacing guides in literacy for the purposes of re-teaching and re-assessing.
Demonstrated effective teaching skills as measured by the percentage of students scoring proficient based on state and local assessments or, for individuals without prior teaching experience, a learning portfolio that demonstrates student progress in the core academic areas of literacy and writing.

Responsibilities

Facilitate Professional Learning Community (PLC) Meetings around literacy practices and concepts.
Support and ensure follow through of practices discussed and examined during PLCs.
Collect, disaggregate, and analyze data to assist principals and teachers in its interpretation to measure and improve student achievement and/or program effectiveness because of improved instructional practice.
Provide knowledge of appropriate instructional practices and strategies as they relate to the literacy strands, content, materials, and resources for Literacy.
Assist the building Administrator in the delivery of district and school-based professional learning as it pertains to literacy practices and content; the Reform & Redesign Plan; and School Improvement Plan.
Meet weekly with the building Administrator to determine teachers in need of coaching and assistance.
Co-develop and model content specific lessons for teachers who need additional support.
Participate in professional learning to strengthen their coaching skills and the ability to assist and improve teaching practices.
Help facilitate and participate in the building’s Learning Walks and Instructional Rounds.
Be provided time to plan for coaching session and/or lessons intended to be modeled in classrooms.
Assist teachers with the development and implementation of strategies identified in their Reform & Redesign Plan and School Improvement Plan to build capacity for independent execution.
Submit a weekly log of work they expect to complete the following week.
Submitted the Friday of each week.
Maintain a detailed log of work completed during the week.
Organize all materials and logs in a location easily accessible by building administration and District personnel.
Participate in and attend professional learning opportunities approved by the administer.