Title I Secondary Instructional Coach (Literacy) - Pool

Title I Secondary Instructional Coach (Literacy) - Pool Clayton County Public Schools

FEDERAL PROGRAMS

- Jonesboro, Georgia This job is also posted in Clayton County Public Schools Job Details

Job ID:

5599770

Application Deadline:

Jun 21, 2026 11:59 PM (Eastern Standard Time)

Posted:

Yesterday

Starting Date:

Immediately Job Description

POSITION SUMMARY

The Title I Secondary Literacy Instructional Coach enhances the instructional capabilities of teachers in literacy across various grade levels. This position involves working closely with teachers to develop effective teaching strategies, improve classroom practices, and boost student achievement in reading and writing. The coach will provide personalized, ongoing support to teachers through modeling, co-teaching, and providing feedback, all within the framework of evidence-based literacy practices. This position requires a strong foundation in literacy education, excellent communication and interpersonal skills, and the ability to build positive relationships within the school community. The ideal candidate will be a dedicated advocate for high-quality literacy instruction, committed to supporting teachers and improving student literacy achievement. This position is federal grant funded and thereby staffed year-to-year. This position reports to the Principal.

KEY RESPONSIBILITIES

Instruction Support:

Collaborates with teachers to design, implement, and assess literacy instruction based on student data and best practices. Provides ongoing support through modeling lessons, co-teaching, and offering constructive feedback to improve instructional practices. Conducts classroom observations to identify areas for improvement and provide targeted coaching to teachers. Supports teachers in integrating technology into literacy instruction to enhance student engagement and learning. Leads professional development sessions focused on literacy instruction techniques, curriculum standards, and assessment strategies.

Capacity Building Support:

Participates in numerous professional development opportunities to continuously improve coaching skills and effectively build teachers' capacity. Serves as a resource and mentor for teachers, encouraging reflective practice and professional growth in literacy education. Facilitates professional learning communities (PLCs) focused on literacy to encourage collaboration and sharing of best practices among teachers. Provides support in differentiating instruction to meet the diverse needs of all students, including English Language Learners and students with special needs. Engages in continuous professional development workshops, training sessions, and peer review meetings to stay at the forefront of educational strategies and coaching techniques.

Assessment Support:

Develops and implements strategies for using assessment data to identify and address gaps in student learning. Promotes data-driven instruction by helping teachers analyze student performance data to inform teaching strategies and interventions. Assists teachers in developing and using formative and summative assessments to monitor student progress and adjust instruction accordingly. Provides guidance on the use of assessment tools and technologies to track and enhance student learning outcomes. Facilitates data meetings with teachers to review assessment results, set goals, and plan targeted interventions for students. Supports the administration and interpretation of standardized tests, helping teachers use the results to improve instructional practices.

Curriculum Support:

Assists in developing and integrating curriculum materials and resources that align with literacy goals and standards. Collaborates with school leadership to align literacy goals with overall school improvement plans. Assists in the evaluation and selection of instructional materials and resources that support effective literacy instruction. All other duties, as assigned and required, in order to perform the above services allowable under Title I, Part A.

KEY JOB REQUIREMENTS

Master's degree in educational related field required.

Work Experience:

Minimum of five (5) years of secondary language arts or related (i.e. reading, ESOL, etc.) teaching experience required. Served in various roles that allow one to demonstrate the capacity to form professional learning communities, facilitate the professional learning of teachers or other individuals, mentor teachers, or implement strategies that increase student learning. ? Improves teachers' confidence and capacity to deliver effective literacy instruction. ? Establishes and implements professional learning communities that foster a culture of collaboration and shared learning. ? Improves student outcomes in literacy, including higher proficiency in reading, writing, speaking, and listening skills. GaPSC Certification at Level 5 or higher in content area or related field required. Coaching and content area endorsement required or must be obtained within the first two (2) years of employment.

Analytical:

A supervisor is available to review established broad objectives; independent judgment is required to review and approve major recommendations. Requires regular, frequent contact with internal personnel of influence and decision-making responsibility to discuss issues of moderate importance; occasionally requires contact with District officials. Excellent interpersonal skills are required for working with inter-organizational teams. Requires regular, frequent contact with external personnel of influence and decision-making responsibility to discuss issues of moderate importance. Excellent interpersonal skills are required for working with inter-organizational teams. Responsible for multiple functions of instructional supervision with a high-level accountability for effective operation and results. Applies, recommends, and implements technology concepts to improve the effectiveness of instruction and pedagogy. Responsibility for the

Welfare of Others:

Frequently (more than three times per week). Normal office setting. Requires occasional travel for off-site training and District level meetings. Light duty - On most occasions sitting at a desk or table; intermittently sitting, standing, or stooping. Light lifting or carrying; twenty (20) lbs. or less. The 2026-2027 salary scales are not yet available. The 2025-2026 salary schedules may be accessed via the following link: 2025-26 Teacher/Counselor Salary Scales

Position Type:

FULL TIME

Job Requirements