POSITION SUMMARY:
The Literacy Coach
supports critical thinking, reading, writing, listening, and speaking across
all content areas. The coach organizes,
facilitates, and supports a school’s literacy initiatives. The coach coordinates the literacy
acceleration and intervention programs for students. The coach works directly with adults to support
the implementation of the Emphasize
Rigorous Literacy instructional plan and the Maryland College and Career-Ready Standards plan for the
district. The Literacy Coach will also
provide feedback to teachers to assist them in improving teaching and learning.
The Literacy Coach is an exemplary teacher who has demonstrated improvements in
student achievement. The coach is knowledgeable
about disciplinary literacy and instructional strategies across all content
areas. In addition, this person
communicates the components of the literacy plan to the community, and he/she
works with teachers to build their capacity to employ effective literacy
strategies into their daily classroom practices to meet the demands of Maryland College and Career-Ready Standards.
DUTIES and RESPONSIBILITIES: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily.
Model literacy
practices/lessons in classes, coach teachers on their implementation, and
provide opportunities to engage in pre- and post-reflective discourse/analysis;
Provide feedback to
teachers on instruction through non-evaluative
peer observations and
reflections to support teaching and learning;
Research and provide information and guidance regarding a
range of effective and innovative literacy practices through various venues
such as individual discussions (formal/informal), study groups, and professional
learning communities;
Collaborate to build
teacher capacity in areas of: 1) increasing
the depth of understanding of literacy practices and their relationship to
contents and student achievement; 2) use of research-based instructional
strategies; and 3) planning for and implementing
the principles of the Universal Design for Learning (UDL);
Effective use of
student literacy data to inform instruction;
Examining student
work to inform instruction;
Effective literacy
instruction;
Participate in the
school leadership team in planning a school wide literacy instructional and
assessment program that provides consistency, continuity, and varied approaches
to PGCPS curriculum implementation appropriate for the strengths and needs of
students;
Collaborate with
school leadership to identify, define, promote, support, and evaluate school
wide literacy goals;
Participate in
vertical articulation within grade levels and between schools;
Meet regularly with
central office staff members to collaborate on school specific literacy goals;
Attend professional
development meetings collaboratively planned by the Department of Curriculum
and Instruction and the Office of Talent Development to share with leadership
to determine appropriate implementation;
Collaborate with school
personnel to provide professional development that supports rigorous
instruction and differentiation to improve student achievement;
Dialogue with mentors
and consulting teachers assigned to teachers when appropriate; and
Perform other duties
as assigned.
QUALIFICATIONS:The requirements listed below are representative of the knowledge, skill, and/or ability required.
Expert knowledge and skills in the areas of critical thinking, reading,
writing, speaking, and listening;
Excellence in teaching; thorough knowledge of Maryland
College and Career-Ready Standards, assessment, and
instruction;
Ability to work well with teachers, parents, and administrators;
Ability to coach, model, and build the knowledge and skills of teachers
through professional development in the area of literacy;
Excellent skills in analysis and use of data to support instructional
decisions and acceleration of students. Strong technology skills and the
ability to support schools with technology integration into the curricula,
particularly in the areas of digital literacy;
Excellent organizational and management skills; and
Excellent oral and written communication, facilitation, interpersonal,
and collaboration skills.
EDUCATION and/or EXPERIENCE REQUIREMENTS:
Bachelor's degree (Master’s
Degree or Master’s equivalent preferred) from an accredited institution; with
experience providing professional development training to teachers; a minimum
of five years of effective or highly effective teaching experience with three
years in PGCPS preferred.
CERTIFICATION REQUIREMENTS:
Standard
Professional Certification required; Advanced Professional Certificate
preferred; Coaching experience preferred.
SUPERVISORY RESPONSIBILITIES:
No direct supervisory responsibilities.
PHYSICAL DEMANDS:
The physical demands are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee is frequently required to stand, talk, hear, walk, sit, and use fingers, tools or controls. The employee is occasionally required to reach with hands and arms and stoop, kneel, crouch, or crawl. Specific vision abilities required by this job include close vision such as to read handwritten or typed material, the ability to adjust focus, and depth perception. While performing the duties of this job, the employee may occasionally push or lift up to 25 lbs.
WORKING ENVIRONMENT:
The work environment characteristics are representative of those an employee encounters while performing the essential functions of the job.
ADDITIONAL INFORMATION:
None.