Qualifications

 

• Master’s degree in education or related field with 3 years documented successful experience teaching reading OR bachelor's degree in education or related field with 5 years documented successful experience teaching reading with a minimum of 3 years of literacy experience at the State, District/Charter, or School Level
• Valid Arizona Teaching Certificate
• Reading Endorsement or K-5 Literacy Endorsement

 

Preferred and Additional Qualifications:

• Successful experience facilitating adult learning and delivering professional development specific to literacy instruction (e.g., professional development feedback / surveys, letters from participants, etc.)
• Experience mentoring, coaching, and providing feedback about instruction to classroom teachers
• Experience leading others in a collaborative process
• Experience analyzing and using student achievement data for instructional purposes
• Ability to travel occasionally

 

 

Reports to: Principal or as otherwise assigned by the Superintendent

 

Job Goal

 

The Arizona Department of Education supports the hiring of Foundational Literacy Coaches for the purpose of facilitating and assisting pre-k-3 teachers to increase performance of their students’ early literacy skills, measured on the state reading assessment and approved literacy screener. The coaches will facilitate learning aligned to science of reading research and provide technical assistance to teachers that will improve implementation of aligned practices into daily literacy instruction and intervention. This work includes the integration of the Arizona's English Language Arts (ELA) Standards and Arizona’s Early Learning Language and Literacy Standards, locally determined literacy curricula and intervention programs, and use of data collected from the administration of formal and informal assessment tools.   

 

The Foundational Literacy Coach is responsible for assisting teachers in the implementation and effective delivery of scientifically based reading instruction with a focus on Tier 1/Core. Coaches will provide appropriate services to their assigned school for a cohesive, sustained, intensive, and classroom focused approach that is rigorous, engaging, and relevant for students. Literacy coaches will provide a non-threatening, open, professional, and collaborative work relationship with district/charter-level school personnel, other school-based coaches, principals, and teachers. They will be required to use data to effectively identify the needs of the assigned school to prioritize, schedule, organize, and provide technical assistance that builds educator capacity to provide effective literacy instruction so that students meet age and grade level literacy expectations by the end of 3rd grade and beyond.

 

Essential Functions/Performance Responsibilities

 

Responsibilities of the foundational literacy coach include building the capacity of pre-k-3rd grade classroom teachers, ESS teachers, and reading interventionists in reflective practice focused on improving reading instruction/student achievement in following ways:

• Provide information and training to teachers in a variety of settings (e.g., whole group staff development, grade level meetings, one-on-one)
• Model and co-teach instructional strategies and techniques
• Support teachers in implementation of new skills through instructional or facilitative coaching
• Observe new and experienced teachers in the classroom during the reading instructional tiers to provide specific one-on-one feedback regarding evidence-based practices to individual teachers during the coaching conferencing process
• Assist in planning and implementation of a 90 to 120-minute K-3 literacy block with an emphasis on phonemic awareness, phonics, comprehension, vocabulary, fluency, in addition to oral and written language
• Assist in planning and implementation of developmentally appropriate pre-k literacy practices with an emphasis on language, emergent literacy and emergent writing
• Provide professional learning opportunities related to core and intervention instruction
• Provide resources, tools, and research for enhancing instructional practices
• Support teachers to deepen their understanding of content knowledge, evidence-based reading strategies, and how to use a variety of assessments to monitor student achievement
• Support grade level teams in analyzing data and designing next steps for instruction
• Maintain records related to coaching cycles, professional development, and data related to early literacy screening
• Meet with the school administration and leadership team on a regular basis to examine school data and assist in school-wide planning and implementation of meaningful literacy professional learning opportunities
• Support the development of the MOWR literacy plan as a member of the school literacy team
• Engage in reading data conversations with teachers and assisting in goal setting, data/evidence collection and analysis, instruction, and assessment
• Support teachers’ collaborative work to plan reading lessons, small group differentiation, and interventions
• Align efforts to the school’s mission, vision, and literacy plan as they coincide with current reading research
• Stay informed of latest reading research
• Build trusting and respectful relationships
• Maintain a high level of ethical behavior and confidentiality
• Recognize and celebrate accomplishments of all teachers
• Continue to build knowledge and understanding of evidence-based practices in early literacy and coaching
• Network with other literacy coaches
• Takes necessary and reasonable precautions to protect students, equipment, materials, and facilities.
• Other responsibilities as assigned.

Knowledge, Skill, and Ability

Knowledge:

• Knowledge of evidence-based research in the areas of reading, writing, listening, speaking, and language
• Knowledge of the essential components of reading instruction
• Knowledge of the science of reading and structured literacy
• Knowledge of the Move on When Reading (MOWR) legislation
• Knowledge of Arizona's English Language Arts (ELA) Standards and Arizona Early Learning Standards (AZELS)
• Knowledge of literacy assessment systems, practices, and types
• Knowledge of effective strategies in working with adult learners
• Knowledge of evidence-based practices in literacy
• Knowledge and experience in literacy instruction, literacy intervention, and development of and/or implementation of instructional literacy resources
• Knowledge of reading processes, acquisition, assessment, and instruction
• Knowledge of scientific reading research and its application to effective classroom instruction, structure, and practices, as well as intervention
• Knowledge of multi-tiered system of supports model, and data analysis and application

Skills:

• Systematic, explicit, instructional delivery
• Experience providing professional development and technical assistance directly to school and district/charter staff
• Ability to effectively prioritize, schedule, manage, and organize multiple daily tasks to achieve goals
• Ability to administer and interpret reading assessments and use data to determine professional development needs, and recommend changes to improve school-wide and/or classroom instructional practices
• Ability to rapidly acquire and apply new skills and information
• Ability to provide effective instructional feedback
• Ability to identify problems and develop appropriate solutions
• Use effective written and oral communication skills, including the ability to engage in difficult and candid conversations with a variety of stakeholders
• Demonstrated leadership/managerial skills
• Demonstrated team building skills
• Demonstrated collaboration and facilitation skills

Abilities:

• Motivating others to achieve
• High degree of professionalism to ensure and protect the confidentiality of educators and students
• Strong work ethic, self-directed and reliable, and the ability to work both independently and collaboratively
• High-quality interpersonal skills and the ability to relate to and interact with adults exhibiting a range of abilities and dispositions
• Persistent despite obstacles
• Ability to orchestrate change
• Valuing lifelong learning
• Belief that a coach can make a difference, despite the nature of the challenges
• Desire to grow professionally

 

Terms of Employment: Exempt. Ten-month work calendar. Certified Staff Hiring Schedule. Eligible for Instructional Coach Stipend. Salary and work calendar as established by the Governing Board.

 

Evaluation: Performance of this job will be evaluated in accordance with Board policy.