Early Literacy Coach

Found in: Talent UK C2 - 1 week ago

Maidstone, United Kingdom Michigan School Public Relations Association Full time

Position Details

Description: 

The Early Literacy Coach will provide leadership in all areas of K-3 literacy, interventions, consultation and program planning. The Early Literacy Coach will need an understanding of the GELN Essential Practices in Early and Elementary Literacy and MTSS and be able to learn and identify evidence-based practice for improving teacher instruction, and develop these skills with teachers. The coach will need to provide support for implementation of learner-centered instructional practices. The coach will spend the majority of time working with coaches and teachers (e.g. modeling, observing, co-teaching).

Specific Tasks and Responsibilities:

Participating in all required coach professional development. The coach is charged with acquiring the knowledge, skills, technology skills, and instructional strategies necessary to effectively impact the instructional practices of the teachers that are coached. The coach must remain knowledgeable about current and past research in the specific content area and other pedagogies relevant to the coaching role. The coach must develop deep content and pedagogical knowledge in the evidence based learner-centered approach to instruction. The coach identifies school teaching and learning needs, barriers, and weaknesses by analyzing evidence of learning and organizing and implementing problem-solving actions with teachers. The coach facilitates school-based professional development, working with teachers (in teams or individually) to refine their knowledge and skills. Professional development could include, but not be limited to: in-class coaching, observing, modeling of instructional strategies, guiding teachers in looking at student work, developing lesson plans with teachers based on student needs, supporting data analysis, supporting the integration of technology, co-planning with teachers, conducting PD sessions with grade level and/or building staff, etc. The coach monitors instructional effectiveness and student progress using tools and strategies gained through professional development. The coach will monitor implementation fidelity of selected evidence-based instructional strategies, practice, and curriculum. The coach builds and maintains confidential relationships with teachers and coaches. The conversations and interactions that the coach has with teachers and coaches must always remain confidential so that a high level of trust is created and maintained between the staff member and the coach. Exceptions to this include imminent physical or psychological danger to the students.

Qualifications:

Valid Michigan teacher certification to teach at the elementary level Five years or more experience teaching ELA at the elementary level – Preferred Master’s degree in the area of Reading or related field – Preferred Knowledge of K-3 state literacy standards Knowledge and completion of MAISA K-3 Essential Practices Modules – Preferred Knowledge and completion of MAISA Coaching Essentials Modules – Preferred Knowledge and completion of LETRS Training – Preferred Instructional skills and knowledge base in early literacy components such as phonemic awareness, phonics, fluency, vocabulary and comprehension Ability to utilize data from screenings and diagnostic tools to determine additional extra supports needed in order to read at grade level by the end of 3rd Grade Ability to use observational data and formative assessment processes to guide professional learning and coaching Ability to develop and deliver curriculum and assessments aligned to standards. ? Communication, organizational and networking skills required. Must possess excellent organizational skills, technology skills, be detail and team oriented. Experience working with elementary age students and diverse student population – Preferred. Experience implementing student interventions/support. The use of technology as an instructional and organizational tool Demonstrated teacher leadership skills

Duties and Responsibilities:

Develop and model high quality literacy lessons and units for K-3 teachers Coach one-on-one in high needs K-3 classrooms, building and maintaining confidential relationships Serve as a regional source for development and delivery of professional development related to research-based literacy strategies and interventions for teachers of Grades K 3 Supporting the integration of technology in effective literacy instruction Participate in school improvement activities focused on improving instructional practices as evidenced by student outcomes in Grades K-3 Participate in required trainings for Michigan ISD K-3 Literacy Coaches Remain knowledgeable about current research and pedagogical recommendations relevant to the coaching role Provide training and support with implementation of a comprehensive system of literacy instruction Assist local districts in identifying strengths and needs in support of an early literacy continuum As needed for completion of duties, attend meetings outside of normal working hours Perform other duties and responsibilities as may be assigned

Position Type:  Grant Funded

Salary:  Grade 7- Commensurate with education and experience, Non-Union Professional, 200 days per year, 8 hours per day

Benefits:  Robust benefit package includes full medical, dental, and vision insurance; paid sick and personal days; State of Michigan School Employment retirement program; Kent ISD is a participating employer for student loan forgiveness through the Public Service Loan Forgiveness program (PSLF SAVE plan) for eligible Federal student loans.

The above is intended to describe the general content of and requirements for the performance of this position. It is not to be construed as an exhaustive statement of duties, responsibilities or requirements. To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. Alternative requirements that may be appropriate and acceptable to the School Board may be considered. The requirements listed above are representative of the knowledge, skill and/or ability required. Reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions.

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