POSITION TITLE:

Literacy Coach (K-3)

FLSA:

Exempt

SALARY:

Teacher Salary Schedule

WORK DAYS:

190

LOCATION:

Muscogee County School District (MCPEC)

REPORTS TO:

___________

REQUIREMENTS:

1. Educational Level:

Master’s degree in Elementary Education or Special Education or a related field (or is currently enrolled and will finish the degree by June 2027)

2. Certification/License:

Valid Georgia Teaching or Service Certificate at level 5 or higher

Preferred Qualifications:

Advanced preparation in instructional coaching through completion of Teacher Support & Coaching Endorsement, Coaching Endorsement or Teacher Leader endorsement

3 years instructional leadership experience including curriculum design, professional development, and implementation support at the school or district level

3. Experience/Equivalency:

Minimum of five years of documented successful classroom teaching or literacy intervention experience at assigned grade levels (K-3).

Advanced preparation in Reading/Literacy through completion of Reading Endorsement, Dyslexia Endorsement, or independent training program approved by International Dyslexia Association (includes Cox Campus Structured Literacy Program)

4. Physical Activities:

Routine physical activities that are required to fulfill job responsibilities

5. Knowledge, Skills, & Abilities:

A thorough understanding of the following is vital:

• Reading processes, acquisition, assessment, and instruction
• Systematic, explicit instructional process
• Instructional coaching approaches and strategies for teaching adult learners
• Scientific reading research and its application to effective classroom instruction, structure, and practices, as well as intervention
• Georgia Standards for Excellence in English Language Arts, Social Studies, Science as well as new Georgia K-12 ELA Standards
• Multi-Tiered Systems of Support
• Data analysis and application

1.

Daily attendance and punctuality are required for the purpose of ensuring the goals of the work unit can be met.

2.

Coaching educators using nonevaluative, evidence-based practices, including modeling instruction, analyzing instructional practice and data, providing actionable feedback, and delivering side-by-side classroom support.

3.

Collaborating with the school principal to create a strategic plan for literacy coaching.

4.

Spending no less than 70 percent of the school day in classrooms working directly with students and teachers.

5.

Prioritizing time for those teachers, activities, and roles that will have the greatest impact on student reading achievement, such as coaching and mentoring in classrooms.

6.

Analyzing student data, including screening, diagnostic, and progress monitoring data, to inform instruction, grouping, and intervention within a multi-tiered system of supports framework.

7.

Synthesizing student performance data and educator practice data to establish coaching goals and design targeted, needs based support for educator.

8.

Supporting the implementation and monitoring of evidence-based literacy curricula and instructional materials with fidelity, ensuring alignment to the science of reading.

9.

Demonstrating competency through approved, periodic, practice-based assessment that verifies his or her ability to apply the science of reading, learning science, and instructional science to deliver explicit, systematic, evidence-based literacy instruction directly with students

10.

Performs other related duties as assigned for the purpose of ensuring the efficient and effective implementation of the program.