Instructional Support Coach (Paulding County)

Instructional Support Coach

Job Title/Job Code: Literacy Coach

Department: Early Learning Education

Branch: Paulding County

Supervisor: Senior Director of Early Learning Education

Nature and Scope :

Under the direction of the Senior Director of Early Learning Education, the Literacy Coach is a specially prepared professional who has responsibility for the literacy and language performance of young children in general and those who struggle, in particular, within their schools or centers. The Literacy Coach will provide high-level literacy and language development support for members of the school or center. The Literacy Coach in this role works closely with a Rollins Facilitator, Site and Project Directors, the Central Office Coordinator Contact, and other relevant schools/district administrators, teachers, and parents to accomplish the goals outlined in the Literacy Project.

Minimum Requirements :

• Bachelor of Arts or Science in reading, early childhood education, special education, or related field, Master in related areas preferred.
• Three to five years prior preschool/pre-K teaching experience
• Valid GA certification (clear, renewable) preferred and required by September 2012; in the interim, valid GA provisional teacher certification with documented reading coursework required
• Experience and skill as a coach or mentor for adults on literacy-related topics
• Excellent interpersonal, written and verbal communication skills.
• Deep understanding of 1) scientifically based research in early language and literacy development and 2) evidence-based practices for teaching early language and literacy and assessing student progress toward achievement of benchmarks as documented through WSS rubrics and guidelines
• Hands on experience with utilizing data to make informed decisions.

Responsibilities :

• Provide resources and training to school or center staff on scientifically based early language and literacy research and evidence-based practices
• Coach (e.g., model/demonstrate, co-teach, observe and provide feedback) classroom lead and assistant teachers on the implementation with the fidelity of core, supplemental, and intensive intervention approaches for birth to five early language and literacy development and the use of data from valid and reliable assessments as the basis for instructional decision making
• Provide support for the implementation of the core curricular program and approaches selected by program directors, working with the publishers as necessary
• Establish and oversee a peer mentoring support network for teachers as they implement recommended instructional practices; including opportunities for teachers to visit one another’s classrooms to observe the implementation of specified practices
• Re-deliver literacy content or advanced seminar content to birth to five teachers and assistant teachers in schools/centers; lead study groups to discuss research, enhance commercial programs with research-based content, share experiences on implementing recommended practices, and examine student work
• Act as a catalyst for building a school/center learning community that focuses on integrated learning, building connections across classrooms and facilities
• Lead and coordinate the school/center assessment team: Help administer the literacy assessments for screening, progress monitoring, diagnostic, and outcomes
• Work with the Rollins Facilitator, to coach teachers on the administration and interpretation of assessment data, to determine adequate progress or those in need of supplemental or intensive intervention as well as grouping for small group instruction
• Become familiar with the administration and interpretation of in-depth diagnostic measures or additional assessments commonly used in early education
• Use available guidance for reviewing core, supplemental, and intensive intervention materials under consideration for purchase for evidence of alignment with the literacy initiative
• Know how to use a range of effective strategies, analyze instruction, and provide clear, specific information on strategy implementation
• Work with the Rollins Facilitator, to help organize and lead school/center and regional professional development opportunities to disseminate literacy content to non-project schools/centers
• Meet regularly with the Senior Director of Early Learning Education, Lead Literacy Coach and peers to assess the progress of the implementation of the literacy initiative and to modify elements as necessary
• Participate actively in school/center literacy team
• Assist in the analysis of school/center-wide literacy strengths and weaknesses and formulate plans to improve student achievement in language and literacy and teaching effectiveness
• Create an atmosphere of trust and collaboration among staff to promote professional growth and accelerate the language and literacy achievement of all students
• Attend all professional development and networking meetings designed for Literacy Initiative Coaches
• Support the implementation of all Early Learning Signature Programs to ensure high-quality is consistent program-wide

• Support the Early Learning Education Department in meeting School Readiness Goals
• Assist in creating administrative systems that support high-quality Early Childhood Education programs
• Conduct CLASS Assessments Sweeps
• Review posted lesson plans during RRFTS site visits
• Collect and enter Head Start education tracking forms
• Support Education Managers with providing teaching staff with additional T&TA support regarding classroom needs
• Stay in close communication with the Senior Director of Early Learning Education, Center Managers, Education Managers regarding education any education services concerns

Critical competencies based on needs specific to role:

The Literacy Coach’s full-time job is to improve language and literacy instruction in the school or center. Responsibilities will include leadership and support of the center(s) Language and Literacy activities in support meeting goals. In addition, this individual will have direct classroom duties to support the Education Department that will require some administrative responsibilities outside of the language and literacy program.

EFFECT ON END RESULT: This position has a primary impact on the overall effectiveness of the Read Right From the Start Early Learning Signature Program, and the success of the program will lead all children to gap-closing academic gains in language and literacy.

Ergonomics : Sitting, bending, stooping, standing, 15% repetitive keyboard work, seeing, verbal communications, lift up to 25 pounds.