The role of a literacy coach includes, but is not limited to: assisting school administrators and teachers with implementing best literacy and instructional practices to improve student achievement in all content areas; assisting teachers with analysis of division-wide, school, and individual teacher and student data; working collaboratively with teachers to improve or enhance classroom instruction through professional learning community (PLC) meetings, coaching cycles, modeling instruction and best practice, and planning and assessment. Coaches should have the capacity to build positive relationships with staff as well as encourage and support instructional change through teacher and classroom observations, coaching conversations, the development of professional learning opportunities, and facilitation of professional development at the school and division levels. Secondary literacy coaches must exhibit leadership skills and the capacity to work collaboratively with teachers and administrators in their building and across the division to support the literacy development of all learners and schools in VBCPS.
ESSENTIAL FUNCTIONS
(These are intended only as illustrations of the various types of work performed. The omission of specific duties does not exclude them from the position if the work is similar, related, or a logical assignment to the position.)
Assist school administration and the leadership team in crafting, implementing, and reflecting upon goals relating to school needs.
Support the development and implementation of the school's literacy plan and writing instruction in each classroom.
Collaborate with building-level administration, building-level staff, and division personnel serving as the literacy contact person in the development and implementation of programs and strategies for the improvement of student achievement in literacy and writing.
Work collaboratively with administration and teachers to analyze and interpret division-wide, school, and individual teacher and student data to plan instruction.
Assist teachers with analysis of student data and use the results to collaboratively design and coordinate the implementation of appropriate intervention plans for daily instruction as well as long-term and remediation plans.
Meet with building-level administrator regularly (bi-weekly or monthly) to reflect, discuss teacher needs and observations, set goals for the upcoming months, and celebrate accomplishments.
Provide building-level leadership and support to teachers and teacher assistants to increase their content knowledge in literacy and writing instruction as well as instructional strategies.
Collaborate with teachers to plan instruction model lessons in their classrooms and implement appropriate resources to enhance the success of students and teachers.
Maintain various forms of documentation and records regarding literacy instruction co-teaching, observations, co-planning, pre- and post-observation meetings, and coaching cycle meetings.
Mentor new teachers by assisting them with implementing literacy practices, instructional delivery, instructional strategies, and cohesively planned lessons.
Initiate a coaching cycle with each 1st-year P-1 teacher, observe all P-1 brand new and new to the division teachers, and set goals for instructional improvement while monitoring their progress.
Engage in student-centered coaching and coaching cycles by implementing best coaching practices: co-planning, co-teaching, and micro-modeling.
Develop and present ongoing professional development opportunities for all teachers on literacy practices and instructional planning and delivery.
Engage in research-based professional development and apply learned professional development practices.
Attend all literacy coach training sessions and meetings and share notes with administrators.
Build teacher instructional and leadership capacity in the building.
Appraise his/her own effectiveness and demonstrate successful application of skills and information acquired to increase effectiveness. Strive to maintain and improve professional competence.
Participate in school management and share responsibility for the total school program.
Attend staff meetings and serve on staff committees as required.
Perform other duties as required.
KNOWLEDGE, SKILLS, AND ABILITIES
Knowledge of VBCPS curriculum and techniques for integrating curriculum, VBCPS policies, and effective instructional practices; thorough understanding of the teaching and learning process; ability to provide instruction that reflects multiple perspectives and multicultural education; ability to infuse technology into the curriculum. Knowledge of best evidence-based practices in reading instruction and intervention. Applicants should also be able to work effectively with administrators, colleagues, central office, school-based staff, students, parents, and the community, excellent oral and written communication and human relations skills.
EDUCATION AND EXPERIENCE
Required: Bachelor's Degree in an applicable field of education from an accredited college or university. Must have or be eligible for a teacher license from the Virginia Department of Education.
PHYSICAL REQUIREMENTS
Must have the use of sensory skills to effectively communicate and interact with other employees and the public using the telephone and personal contact as normally defined by the ability to see, read, talk, hear, handle, or feel objects and controls. Frequent sitting, walking, standing, bending, grasping, fingering, repetitive motion, and reaching. Occasional stooping and kneeling. Ability to lift up to 20 pounds frequently and up to 50 pounds rarely. Requires timely and regular adherence to established work schedules.
Reasonable accommodations may be made to enable individuals with disabilities to perform the essential tasks.
SPECIAL REQUIREMENTS
Possession of a valid driver's license.
Regular and reliable attendance is an essential function of this position.
HOW TO APPLY
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