Literacy Coach

Bay City School District•Bay City, MI

41d

About The Position

SUMMARY: Assists K-3 teachers in the improvement of teaching literacy. ESSENTIAL DUTIES AND RESPONSIBILITIES: Other duties may be assigned. Support and provide initial and ongoing professional development to teachers in the following areas: Each of the five major reading components (phonemic awareness, phonics, fluency, vocabulary, and comprehension) as needed, based on an analysis of student performance data Administering and analyzing instructional assessments Providing differentiated instruction and intensive intervention Using progress monitoring Identifying and addressing reading deficiencies Model effective instructional strategies for teachers Facilitate study groups Train teachers in data analysis and using data to differentiate instruction Coach and mentor colleagues Work with teachers to ensure that evidence-based reading programs such as comprehensive core reading programs, supplemental reading programs, and comprehensive intervention reading programs are implemented with fidelity Train teachers to diagnose and address reading deficiency Work with teacher in applying evidence-based reading strategies in other content areas, including, but not limited to, prioritizing time spent on those teachers, activities, and roles that will have the greatest impact on student achievement and prioritizing coaching and mentoring in classrooms. Help to increase instructional density to meet the needs of all students Help lead and support reading leadership teams at the school Continue to increase his or her knowledge base in best practices in reading instruction and intervention Model for the teacher, and coach the teacher in, instruction with students in whole and small groups in K-3 classrooms Share expertise with other literacy coaches and teachers Attend literacy coach meetings to foster two way communication between the district and buildings Work with the principal and district to collect and analyze literacy data Facilitate parent workshops in literacy and assessment SUPERVISORY RESPONSIBILITIES: None. QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Requirements

Bachelor's Degree with valid Michigan Teaching Certificate
Elementary endorsement preferred
Major/Minor in Language Arts/Reading preferred
Demonstrated successful classroom experience, early literacy experience preferred
Strong knowledge base in working with adults
Proven credibility with peers
Experience using formative assessment data to adjust literacy instruction to meet individual student needs
Recent participation in Literacy and Coaching Training, and/or advanced coursework in reading, and/or completion of professional development in evidence-based literacy instructional strategies.
Ability to read, analyze, and interpret professional journals, technical procedure, or governmental regulations.
Ability to write reports, business correspondence, and procedure manuals.
Ability to manage and interpret various forms of data.
Ability to effectively present information and respond to questions from groups of administrators, staff, students, parents and the general public.
Ability to calculate figures and amounts such as discounts, interest, proportions, percentages, area, circumference, and volume.
Ability to apply concepts of basic algebra and geometry.
Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists.
Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form.
Ability to apply knowledge of current research and theory to instructional program; ability to plan and present lessons based on school objectives and the needs and abilities of students to whom assigned.
Ability to establish and maintain effective working relationships with students, peers, school staff and parents; skills in oral and written communication.

Nice To Haves

Elementary endorsement preferred
Major/Minor in Language Arts/Reading preferred
Demonstrated successful classroom experience, early literacy experience preferred

Responsibilities

Support and provide initial and ongoing professional development to teachers in the following areas:
Each of the five major reading components (phonemic awareness, phonics, fluency, vocabulary, and comprehension) as needed, based on an analysis of student performance data
Administering and analyzing instructional assessments
Providing differentiated instruction and intensive intervention
Using progress monitoring
Identifying and addressing reading deficiencies
Model effective instructional strategies for teachers
Facilitate study groups
Train teachers in data analysis and using data to differentiate instruction
Coach and mentor colleagues
Work with teachers to ensure that evidence-based reading programs such as comprehensive core reading programs, supplemental reading programs, and comprehensive intervention reading programs are implemented with fidelity
Train teachers to diagnose and address reading deficiency
Work with teacher in applying evidence-based reading strategies in other content areas, including, but not limited to, prioritizing time spent on those teachers, activities, and roles that will have the greatest impact on student achievement and prioritizing coaching and mentoring in classrooms.
Help to increase instructional density to meet the needs of all students
Help lead and support reading leadership teams at the school
Continue to increase his or her knowledge base in best practices in reading instruction and intervention
Model for the teacher, and coach the teacher in, instruction with students in whole and small groups in K-3 classrooms
Share expertise with other literacy coaches and teachers
Attend literacy coach meetings to foster two way communication between the district and buildings
Work with the principal and district to collect and analyze literacy data
Facilitate parent workshops in literacy and assessment