Literacy Coach Centennial Place Academy, Inc. Atlanta, GA Job Details $66,520 - $136,776 a year 19 hours ago Qualifications School experience Student progress monitoring Academic interventions Literacy education Classroom experience Full Job Description These responsibilities reflect HB 1193's required focus on non-evaluative coaching, classroom modeling and support, data analysis, MTSS, curriculum fidelity, and science-of-reading-aligned instruction. Provide non-evaluative, evidence-based instructional coaching to teachers to strengthen literacy instruction and scholar outcomes. Model high-quality literacy instruction and evidence-based instructional practices in classrooms. Provide side-by-side classroom coaching, mentoring, observation, and actionable feedback to teachers. Analyze instructional practice and collaborate with teachers to identify opportunities for growth and improvement. Collaborate with the Principal or designee to develop and implement a strategic plan for literacy coaching. Prioritize coaching support based on scholar needs, instructional data, educator needs, and opportunities to improve scholar reading achievement. Analyze scholar screening, diagnostic, and progress-monitoring data to inform instruction, grouping, and intervention within a Multi-Tiered System of Supports (MTSS) framework. Synthesize scholar performance data and educator practice data to establish coaching goals and design targeted, needs-based support for educators. Support teachers in using assessment data to identify scholar strengths and needs and adjust instruction accordingly. Support the implementation and monitoring of evidence-based literacy curricula and instructional materials with fidelity and in alignment with the science of reading. Support teachers in implementing structured literacy, foundational literacy skills, and evidence-based reading instruction and intervention. Provide support related to effective literacy interventions, including interventions for scholars demonstrating characteristics of dyslexia. Facilitate and support professional learning related to literacy instruction, curriculum implementation, assessment, and the science of reading. Work directly with individual scholars and small groups, as appropriate, to model instructional practices and support literacy development. Monitor the effectiveness of coaching support and adjust coaching strategies based on scholar performance and educator practice data. Participate in required professional learning, training, and practice-based assessments related to literacy coaching and instruction. Maintain current knowledge of scientifically based reading research, evidence-based literacy practices, instructional materials, and applicable state requirements. Perform other duties directly related to literacy coaching and instructional support consistent with the scope and requirements of the position. Valid certification issued by the Georgia Professional Standards Commission (GaPSC). Minimum of five (5) years of documented successful classroom teaching or literacy intervention experience at the assigned grade levels. Demonstrated knowledge of scientifically based reading research. Demonstrated expertise in high-quality reading instruction and intervention. Knowledge of dyslexia-specific interventions. Demonstrated knowledge and skill in analyzing scholar achievement and assessment data. Master's degree in Reading, Literacy, Curriculum and Instruction, Elementary Education, or a related field, preferred. Reading, Literacy, Dyslexia, Instructional Coaching, or related endorsement or certification, preferred. Previous experience as a literacy coach, instructional coach, reading specialist, or similar role, preferred. Experience providing professional learning, coaching, or support to adult learners, preferred. Experience implementing structured literacy and instructional practices aligned with the science of reading, preferred. Experience utilizing universal reading screeners, diagnostic assessments, and progress-monitoring tools, preferred. Experience supporting literacy instruction and intervention within an MTSS framework, preferred. Knowledge, Skills, and Abilities Strong knowledge of the science of reading, structured literacy, foundational literacy skills, and evidence-based reading instruction. Knowledge of literacy assessment, intervention, progress monitoring, and data-driven instructional practices. Ability to model effective instructional practices and translate research into classroom application. Ability to analyze multiple sources of scholar and instructional data and identify appropriate instructional responses. Ability to provide clear, specific, actionable, and non-evaluative feedback. Strong coaching, facilitation, interpersonal, and relationship-building skills. Ability to effectively support adult learners with varying levels of experience and instructional expertise. Strong written and verbal communication skills. Ability to collaborate effectively with teachers, school leaders, and other instructional staff. Ability to organize and prioritize coaching responsibilities based on scholar and educator needs. Commitment to continuous professional learning and improved literacy outcomes for all scholars. The Literacy Coach is a school-based instructional support professional responsible for strengthening literacy instruction and improving reading outcomes for scholars. The Literacy Coach provides non-evaluative, evidence-based coaching to educators through modeling instruction, analyzing instructional practice and scholar data, providing actionable feedback, and delivering side-by-side classroom support. The Literacy Coach collaborates with school leadership and instructional staff to establish literacy priorities, strengthen educator practice, and support the effective implementation of evidence-based literacy curriculum, instruction, and intervention aligned with the science of reading. The Literacy Coach spends no less than 70% of the school day in classrooms working directly with scholars and teachers, prioritizing coaching and instructional activities that have the greatest potential impact on scholar reading achievement.