QUALIFICATIONS:

Instructional II Certificate in appropriate area (Middle Level English 7-9, English 7-12, and/or Reading Specialist K-12)

Masters Degree preferred

Four or more years of teaching experience

Demonstrated excellence in teaching practice (Planning and Preparation, Classroom Environment, Instructional Delivery, Professionalism)

Adept at using differentiated instructional strategies with experience in addressing the needs of students with IEPs and English Language Learners

Experience in working with culturally diverse students and staff

Experience in providing professional development to adult learners

Experience in coaching and/or mentoring teachers

Ability to work effectively with limited supervision

Willingness to work collaboratively with Coordinators and Coaches to integrate Literacy across the curriculum

Willingness to work collaboratively with Coordinators and Coaches to embed the use of instructional technology across the curriculum

Demonstrated sensitivity to the needs of others

Strong written and oral communications skills, and demonstrated use of technology to communicate as appropriate

Interpersonal, problem-solving and organizational skills required to effectively facilitate high-quality training and provide coaching support for peers

Willingness to participate in training opportunities

Commitment to maintain confidentiality

Willingness to work a flexible, extended daily schedule with some compensated and uncompensated after-school hours to provide training and support for teachers

Alternatives to the above that the School Board may find appropriate

REPORTS TO: Principal and Coordinator for Secondary Language Arts

SUPERVISES: Not applicable

JOB GOAL: To support the consistent implementation of district curriculum and professional development initiatives and provide school-level training and coaching support for teachers that aligns with the goals and objectives of the Strategic Plan; ensures high-quality instruction for students; and increases the retention of effective teachers in SDoL

ESSENTIAL FUNCTIONS:

Work collaboratively with Coordinators (20% of the time) to develop and implement district curriculum and professional development initiatives in all content areas, which includes the following;Develop and revise district curriculum documents;

Analyze data to identify root cause issues, make curriculum adjustments and plan for professional development needs;

Participate in district training designed to increase content knowledge, pedagogy, integration of literacy across the curriculum, embedded use of instructional technology across the curriculum, coaching, and facilitating professional development for adult learners;

Plan and facilitate district professional development;

Plan for school-embedded professional development that is aligned with district initiatives;

Improve two-way communication between central office and school staff; and

Promote positive relationships between central office and school staff.

Work in schools (80% of time) to provide training and coaching support for teachers and to support the Principal in implementing district curriculum and professional development initiatives in all content areas, which includes the following;

Planning and Preparation (Curriculum and Assessment Focus)

Provide training and support to increase teachers' content knowledge, pedagogy, integration of literacy across the curriculum, and embedded use of instructional technology across the curriculum;

Provide training and support to increase teachers' understanding and use of district curriculum and professional development initiatives;

Provide support for developing lesson plans that align with the district curriculum and reflect the needs of the students, including students with IEPs and English Language Learners; and

Provide support for aligning assessments with instructional goals and standards, development scoring guides and rubrics, and using assessment results to monitor progress and adjust instruction.

Learning Environment

Support teachers' in creating learning environments with high expectations for student achievement by communicating written teaching objectives to students and posting proficient/advanced student work;

Support teachers' in establishing rules and procedures to more effectively manage student behavior in classrooms; and

Support mentors with meeting the needs of new teachers.

Instructional Delivery

Provide modeling and coaching support in classrooms to assist teachers with more effective delivery of district curriculum and professional development initiatives;

Provide modeling and coaching support in classrooms to assist teachers with more effective use of best practice instructional strategies, integration of literacy across the curriculum, and embedded use of instructional technology across the curriculum;

Provide modeling and coaching support in classrooms to assist teachers with a higher level of thinking, questioning and cognitive student engagement;

Provide modeling and coaching support in classrooms to assist teachers with more effective use of assessment to monitor progress and provide feedback to students; and

Provide modeling and coaching support in classrooms to assist teachers with small group and differentiated instruction to meet the needs of students, including students with IEPs and English Language Learners.

Professional Responsibilities

Assist the Principal and teachers with testing and reporting about student progress;

Collaborate with the Principal, school staff and parents on the development, implementation and monitoring of the School Improvement Plan;

Share information from work with Coordinators with the Principal and teachers, and seek input and feedback from staff;

Support the Principal in planning and facilitating school-embedded professional development that is aligned with Strategic Plan goals and district initiatives;

Provide targeted, non-evaluative coaching support in classrooms based on a coaching schedule that is established with the Principal, and maintain confidentiality; and

Provide school-based opportunities for parents to learn about curriculum, instruction and assessment.

MARGINAL FUNCTIONS:

Provide instruction in classrooms to release teachers for mentoring, Walk-throughs, peer observation and other types of job-embedded professional development, as determined by the Principal.

Assist with other duties, as assigned, such as assessment distribution and resource inventory.

Please Note: Other duties, such as tutoring, substituting, and cafeteria coverage, should not be a primary or time-intensive responsibility for the Literacy Coach. The Principal, AP, and/or Dean are responsible for oversight of these duties, and for assigning these duties across school-level staff in an equitable manner.

TERMS OF EMPLOYMENT: Teacher contract year and compensation with some compensated and uncompensated after-school hours

EVALUATION: Performance of this job will be evaluated in accordance with district's Observation/Supervision/Evaluation (O/S/E) Plan

PHYSICAL/MENTAL/ENVIRONMENTAL DEMANDS:

Physical Demands:

Sitting for limited periods of time

100% physically active, standing and walking for extended periods of time

Occasional bending, crouching, stooping, twisting, reaching and grasping

Manual dexterity and repetitive movement of fingers and hands for keyboarding

Ability to climb stairs

Some lifting, up to 25 pounds

Sensory Abilities:

Normal/corrected vision

Ability to speak clearly and distinctly

Normal/corrected hearing

Temperament:

Ability to work cooperatively as part of a team

Must have a positive attitude, cooperative spirit, and sensitivity in relating to student, staff, parents and community

Ability to work with limited supervision

Mental Demands:

Ability to interpret detailed written and verbal communications

Ability to perform basic math skills

Ability to use word processing software

Environment:

Majority of time in school/classroom settings with ability to travel to other locations for training and meetings