2025-05-06-Leeds Elementary School, Alabama Reading Initiative Coach Position Available In Jefferson, Alabama

2025-05-06-Leeds Elementary School, Alabama Reading Initiative Coach Leeds City – 3.0

Leeds, AL Job Details Full-time Estimated:

$46.5K – $85.2K a year 22 hours ago Qualifications Mid-level Under 1 year Full Job Description Leeds City Schools Promoting Achievement Respect and Success 1517 Hurst Avenue – Leeds, Alabama 35094 Phone (205) 699-5437 – Fax (205) 699-6629 www.leedsk12.org

JOB ANNOUNCEMENT

Position Title:

Alabama Reading Initiative Reading Coach Location:

Leeds Elementary School Qualifications:

Candidates must hold a valid Alabama Professional Educator Certificate in Early Childhood Elementary Education with Reading Endorsement; and meet background suitability requirements.

Reports:

Principal Terms:

See Leeds City Schools Salary Schedule; 9.5 month teacher

Effective:

2025-2026

School Year Deadline:

May 13, 2025 LEEDS

CITY SCHOOLS JOB DESCRIPTION JOB TITLE

READING

COACH ALABAMA READING INITIATIVE

– Essential Skills of the Reading Coach I.

Purpose:

The Reading Coach must know how to implement school wide practices that substantially accelerate the learning of struggling readers. Teaching Struggling Readers The Reading Coach knows how to: 1. Demonstrate a high level of skill in all aspects of instruction that accelerates the learning of struggling readers. 2. Promote highly specialized reading instruction in which struggling readers thrive: instruction that is explicit, intensive, accelerated, and provides ample practice. 3. Arranges for the organizational features needed to increase the achievement of struggling readers: more time with more highly skilled teachers, reduced teacher/pupil ratio, and flexible/varied grouping. 4. Monitor student progress in ways that inform teaching and motivates learners. 5. Make available student materials that ensure students read at their instructional reading level throughout the school day. 6. Coordinate across instructional settings the instruction provided to struggling readers (e.g., intervention teacher collaboration with the social studies teacher). 7. Create practices that motivate struggling readers and reward their progress. 8. Create an environment in which all adults in the school know the struggling reader by name and collaborate in increasing their reading achievement. 9.

Partner with the principal to:

a. Bring about all that is needed to facilitate a school wide commitment to reach all struggling readers. b. Motivate faculties to contribute to the school wide commitment to all students reading well. II.

Purpose:

The Reading Coach must know how to facilitate professional development that results in improved student reading achievement. Ensuring Ongoing Professional Development The Reading Coach knows how to: 1. Structure professional activities that are research-based, ongoing, coordinated, and responsive to student needs revealed by data (e.g., workshops, book studies, classroom coaching). 2. Model research-based instructional procedures and help teachers implement these procedures. 3. Identify teachers’ strengths and areas for improvement based on student performance data and classroom observations. 4. Provide teachers with feedback and coaching that impacts students learning. 5. Help teachers select materials and instructional strategies that fit students’ needs and interests. 6. Organizing material to enhance a system of ongoing learning. 7. Organizing and make accessible instructional materials (e.g., leveled text, electronic sources, and content-related texts). 8. Ensures that research-based literacy strategies learned in workshops are used effectively in classrooms. 9. Assist teachers in overcoming problems they encounter in their classrooms. 10. Work closely with new teachers and administrators, helping them to understand the school’s literacy program and their role in it. 11. Model ongoing learning (e.g., participates in self-reflections or teaching; read professionally, participate in professional meetings; stay current with national, state, and local initiatives). III.

Purpose:

The Reading Coach must be able to cultivate a community of learners that value collaborative problem solving. Influencing School Climate and School Wide Commitment to 100% Literacy The Reading Coach knows how to: Assists administrators in organizing literacy leadership teams that review assessment data and develop literacy plans for schools. Collaborate effectively with faculty and administrators on a professional basis to achieve literacy improvement in their schools. Nurture supportive, respectful behavior in all interactions among adults in the schools. Influence school-wide policies, procedures, and practices that prompt proficiency for all students. Provide an essential link among teachers on a grade level or within a department; across grade levels and across departments; and between faculty and administrators. Build collaborative, professional relationships among administrators, faculty, and staff. Align reading standards, instruction, and measures of learning. Select reading programs based on their compatibility with scientific research. Secure commitment of all adults to implement a school wide research-based, comprehensive reading plan that features systematic collection, analysis, and use of student performance data.