The Literacy Coach is responsible for providing job-embedded professional development designed to accelerate teacher practices as measured by significantly higher levels of student engagement and academic achievement. The Literacy Coach serves as a master teacher assigned to a group of teachers to contact, observe, coach, and mentor on a regular basis; to provide information to others; and to implement and maintain services within established guidelines and standards.
Bachelor's degree in Education or related field from an accredited college/university (Master's Degree preferred)
Valid Secondary Teaching Certificate as issued by the state of Arizona and fingerprint clearance card
Demonstrated instructional expertise as evidenced by a minimum of three (3) years successful teaching experience (If assigned to a serve teachers in a specific content, then experience teaching in that content area is required)
Evidence of the capacity to guide teachers toward effective practice
Ability to engage in diverse activities including planning, training, providing consultation and problem solving, demonstration teaching, collaborative instructional support, positive, non-evaluative feedback, and emotional support
Knowledge of the principles and practices of effective instruction sufficient to analyze, describe, model and assess each element of the teaching process
Expertise in test and data analysis for use in setting goals and measurement of goal attainment in an instructional environment
Knowledge of the function and processes of mentoring/ coaching
Strong oral and written communication skills
Conducts frequent assessments of instructional capacity for the purpose of guiding assigned teachers toward optimal practice as supported by charting growth pathways, modeling, collaboratively planning, providing reflective feedback, collecting data on instructional practice, and conducting coaching conferences
Commit to spending up to two hours per week with each assigned teacher through observations, modeling best practice, and coaching conferencing. The primary objective is to raise student achievement levels with a focus on the targeting the lowest performing students.
Chart growth pathways for assigned teachers , in cooperation with the Principal, Director of Curriculum and Instruction and other appropriate personnel for the purpose of aligning interventions with assessed needs
Collaborate with cooperating teachers to formulate and implement a plan for formative observations that is designed to strengthen quality of instruction
Assist assigned teachers in reflecting and analyzing their practice and reviewing student work to inform instruction to enhance student achievement
Model, as appropriate, innovative and highly effective teaching methodologies through techniques such as team teaching and demonstration lessons
Provide advice, instruction, and coaching on identified improvement areas such as student engagement strategies, formative assessment techniques, differentiation of instruction, classroom/ behavior management procedures, etc.
Exemplify attitude and belief that all students can learn by creating conditions for success
Expands the district professional development service model for the purpose of meeting the needs of teachers and administrators district-wide
Assume an active role as a member of the school leadership team by supporting campus professional development initiatives through regular meetings with school administration, conducting professional development sessions, providing technical assistance, etc.
Develop and implement aligned professional development seminars primarily targeted to teachers and on a limited basis to other audiences including administrators, and/or district personnel
Prepare a variety of written materials (e.g., conference/observation logs, newsletters, lesson plans, memos, letters, etc.) for the purpose of documenting activities, providing written reference, complying with regulatory requirements, and/or conveying information
Collaborate with other members of the Curriculum and Instruction - Professional Development Team for the purpose of constructing exemplary lessons; identifying professional development needs; and planning and coordinating professional development opportunities linked to changes in curriculum, teacher needs, and job competencies
Participate in calibration conferences to maintain inter-rater reliability
The Instructional Coach attends training on mentoring/coaching methodology and meets as a team weekly/biweekly for a facilitated discussion on common problems teachers are facing and to seek advice and assistance of other advisors to design appropriate intervention strategies
Attends all required trainings associated with the performance of your duties as a coach
Demonstrate effective written and oral communication skills
Demonstrate behavior that is professional, ethical, and responsible
Enhance Arizona Standards through providing/support professional development
Perform other duties as assigned to meet needs of targeted students.
Responsibilities include: working independently under broad organizational guidelines to achieve unit objectives; directing other persons within a small work unit; and supervising the use of funds.
The usual and customary methods of performing the job's functions require the following physical demands: some lifting, carrying, pushing and/or pulling; and some fine finger dexterity. The job is performed in a somewhat clean and healthy environment. The working hours are somewhat flexible as the job requires some evening and Saturday work. Some summer professional development activities may be available/ required for compensation at the curriculum rate of pay.
Responsible To: Site Principal
Terms of Employment: 9-Month
Evaluation: This position will be evaluated annually as outlined in Governing Board Policy
FLSA Status: Exempt
Salary Range: Certified Initial Placement Salary Schedule
Tolleson Union High School District