Foundational Literacy coach

Tolleson Elem SD 17

Porfirio H. Gonzales Elementary School - Tolleson, Arizona This job is also posted in Tolleson Elementary School District

Job Details

Job ID:

5943068

Application Deadline:

Posted until filled

Posted:

Yesterday

Starting Date:

To Be Determined

Job Description

Qualifications

Master's degree in education or related field with 3 years documented successful experience teaching reading OR bachelor's degree in education or related field with 5 years documented successful experience teaching reading with a minimum of 3 years of literacy experience at the State, District/Charter, or School Level

Valid Arizona Teaching Certificate

Reading Endorsement or K-5 Literacy Endorsement

Preferred and Additional Qualifications:

• Successful experience facilitating adult learning and delivering professional development specific to literacy instruction (e.g., professional development feedback / surveys, letters from participants, etc.)
• Experience mentoring, coaching, and providing feedback about instruction to classroom teachers
• Experience leading others in a collaborative process
• Experience analyzing and using student achievement data for instructional purposes
• Ability to travel occasionally
• Reports to: Principal or as otherwise assigned by the Superintendent
• Job Goal

The Arizona Department of Education supports the hiring of Foundational Literacy Coaches for the purpose of facilitating and assisting pre-k-3 teachers to increase performance of their students' early literacy skills, measured on the state reading assessment and approved literacy screener. The coaches will facilitate learning aligned to science of reading research and provide technical assistance to teachers that will improve implementation of aligned practices into daily literacy instruction and intervention. This work includes the integration of the Arizona's English Language Arts (ELA) Standards and Arizona's Early Learning Language and Literacy Standards, locally determined literacy curricula and intervention programs, and use of data collected from the administration of formal and informal assessment tools. The Foundational Literacy Coach is responsible for assisting teachers in the implementation and effective delivery of scientifically based reading instruction with a focus on Tier 1/Core. Coaches will provide appropriate services to their assigned school for a cohesive, sustained, intensive, and classroom focused approach that is rigorous, engaging, and relevant for students. Literacy coaches will provide a non-threatening, open, professional, and collaborative work relationship with district/charter-level school personnel, other school-based coaches, principals, and teachers. They will be required to use data to effectively identify the needs of the assigned school to prioritize, schedule, organize, and provide technical assistance that builds educator capacity to provide effective literacy instruction so that students meet age and grade level literacy expectations by the end of 3rd grade and beyond.

Essential Functions/Performance Responsibilities

Responsibilities of the foundational literacy coach include building the capacity of pre-k-3rd grade classroom teachers, ESS teachers, and reading interventionists in reflective practice focused on improving reading instruction/student achievement in following ways:

Provide information and training to teachers in a variety of settings (e.g., whole group staff development, grade level meetings, one-on-one)

Model and co-teach instructional strategies and techniques

Support teachers in implementation of new skills through instructional or facilitative coaching

Observe new and experienced teachers in the classroom during the reading instructional tiers to provide specific one-on-one feedback regarding evidence-based practices to individual teachers during the coaching conferencing process

Assist in planning and implementation of a 90 to 120-minute K-3 literacy block with an emphasis on phonemic awareness, phonics, comprehension, vocabulary, fluency, in addition to oral and written language

Assist in planning and implementation of developmentally appropriate pre-k literacy practices with an emphasis on language, emergent literacy and emergent writing

Provide professional learning opportunities related to core and intervention instruction

Provide resources, tools, and research for enhancing instructional practices

Support teachers to deepen their understanding of content knowledge, evidence-based reading strategies, and how to use a variety of assessments to monitor student achievement

Support grade level teams in analyzing data and designing next steps for instruction

Maintain records related to coaching cycles, professional development, and data related to early literacy screening

Meet with the school administration and leadership team on a regular basis to examine school data and assist in school-wide planning and implementation of meaningful literacy professional learning opportunities

Support the development of the MOWR literacy plan as a member of the school literacy team

Engage in reading data conversations with teachers and assisting in goal setting, data/evidence collection and analysis, instruction, and assessment

Support teachers' collaborative work to plan reading lessons, small group differentiation, and interventions

Align efforts to the school's mission, vision, and literacy plan as they coincide with current reading research

Stay informed of latest reading research

Build trusting and respectful relationships

Maintain a high level of ethical behavior and confidentiality

Recognize and celebrate accomplishments of all teachers

Continue to build knowledge and understanding of evidence-based practices in early literacy and coaching

Network with other literacy coaches

Takes necessary and reasonable precautions to protect students, equipment, materials, and facilities.

Other responsibilities as assigned.

Knowledge, Skill, and Ability

Knowledge:

Knowledge of evidence-based research in the areas of reading, writing, listening, speaking, and language

Knowledge of the essential components of reading instruction

Knowledge of the science of reading and structured literacy

Knowledge of the Move on When Reading (MOWR) legislation

Knowledge of Arizona's English Language Arts (ELA) Standards and Arizona Early Learning Standards (AZELS)

Knowledge of literacy assessment systems, practices, and types

Knowledge of effective strategies in working with adult learners

Knowledge of evidence-based practices in literacy

Knowledge and experience in literacy instruction, literacy intervention, and development of and/or implementation of instructional literacy resources

Knowledge of reading processes, acquisition, assessment, and instruction

Knowledge of scientific reading research and its application to effective classroom instruction, structure, and practices, as well as intervention

Knowledge of multi-tiered system of supports model, and data analysis and application

Skills:

Systematic, explicit, instructional delivery

Experience providing professional development and technical assistance directly to school and district/charter staff

Ability to effectively prioritize, schedule, manage, and organize multiple daily tasks to achieve goals

Ability to administer and interpret reading assessments and use data to determine professional development needs, and recommend changes to improve school-wide and/or classroom instructional practices

Ability to rapidly acquire and apply new skills and information

Ability to provide effective instructional feedback

Ability to identify problems and develop appropriate solutions

Use effective written and oral communication skills, including the ability to engage in difficult and candid conversations with a variety of stakeholders

Demonstrated leadership/managerial skills

Demonstrated team building skills

Demonstrated collaboration and facilitation skills

Abilities:

Motivating others to achieve

High degree of professionalism to ensure and protect the confidentiality of educators and students

Strong work ethic, self-directed and reliable, and the ability to work both independently and collaboratively

High-quality interpersonal skills and the ability to relate to and interact with adults exhibiting a range of abilities and dispositions

Persistent despite obstacles

Ability to orchestrate change

Valuing lifelong learning

Belief that a coach can make a difference, despite the nature of the challenges

Desire to grow professionally

Terms of Employment:

Exempt. Ten-month work calendar. Certified Staff Hiring Schedule. Eligible for Instructional Coach Stipend. Salary and work calendar as established by the Governing Board.

Evaluation:

Performance of this job will be evaluated in accordance with Board policy.

Position Type:

Full-Time

Salary:

$52,500 to $65,500 Per Year

Job Requirements