Elementary Literacy Coach
Elementary Literacy Coach
Contract Days: 195 Days
Anticipated Start Date: August 10, 2020
FLSA Status: Exempt
This position is benefits eligible
Starting Salary: Certified Schedule
Priority Screen Date: Close of business on April 26, 2020
SUMMARY: This position provides sustained, comprehensive, and differentiated support to educators at the school level in English Language Arts and English Language Development. Literacy coaches support educators as they implement the Utah Core Curriculum using district adopted resources, research-based strategies, data analysis, reflection, and action for the continuous improvement of teaching and learning.
- Valid State of Utah Teacher License
- Level 1 Reading Endorsement or will obtain within 4 years of initial employment as a Literacy Coach
- ESL endorsement or will obtain within 3 years of initial employment with the District
- Successfully completed five or more years as an elementary school teacher
- Communicates effectively with district personnel, school administrators, and teachers
- Demonstrates a growth mindset through reflection and continuous professional learning
- Ability to use assessments and tools to support teachers in meeting student needs
- Demonstrates excellence in teaching and learning and the ability to model effective strategies
- Level 2 Reading Endorsement
- Master’s Degree in Reading or related field
Essential Roles and Responsibilities:
The coach works collaboratively with teachers and other educational stakeholders by designing appropriate and relevant learning opportunities based on data and current practices of adult learning needs.
Learner Differences and Environments
The coach demonstrates an understanding of cultural and linguistic diversity, by providing teachers with a range of strategies and resources to meet diverse learning strengths and needs. In modeling strategies that represent an equity mindset, the coach helps to remedy practices that contribute to the achievement gap in diverse populations. The coach creates environments that support individual and collaborative learning, and reflective practice based on respect and positive rapport. The coach engages in regular communication in an honest and non-judgmental manner with all stakeholders that ensures a coherent system of support. .
Content Knowledge & Coaching Supports
The coach engages teachers in the central concepts, tools of inquiry, and structures of the discipline by: demonstrating knowledge of current content and pedagogical research; aligning practice with district priorities and programs; and providing guidance on the effective use of instructional materials, appropriate pacing, and student grouping. The coach identifies and analyzes multiple sources of evidence of teacher practice (e.g. classroom instruction, lesson plans, teacher-made assessments) and of student learning (e.g. student work, interim assessment, progress monitoring) and uses this information to support teachers in professional growth resulting in high levels of student achievement. The coach seeks and analyzes effective structured methods of observation and feedback within the coaching cycle and partners with the teacher to prioritize areas of growth.
Work Environment Requirements:
- Risks found in the typical work environment which is adequately lighted, heated and ventilated, e.g., safe use of office equipment, avoiding trips and falls, observing fire regulations.
- Driving to work locations
- Typically, the employee may sit comfortably to perform the work: however, there may be some walking, standing, bending, carrying light items, etc…