Title I Literacy Coach
Must hold a license issued by Virginia Department of Education.
The license must be in one of the following types: Collegiate Professional License, Postgraduate Professional License.
The license position area must be in English.
The license must be in one of the following grades: Preschool/Pre-K, Kindergarten, 1st, 2nd, 3rd, 4th, 5th.
The license status must be active or about to graduate from a state-approved teacher preparation program.
The Title I Literacy Coach is responsible for supporting student achievement in the areas of reading and language arts. Position objectives include working with administration and teachers to improve student achievement within the framework of effective literacy instruction through the implementation of balanced literacy, an effective student response to intervention (RtI) system, and curriculum alignment. The Title I Literacy Coach will provide professional development activities and trainings to improve the quality of reading/literacy instruction for K-5 students attending Title I schools; organize well-planned professional development; support teachers in reading instruction, assessment and intervention; support school-wide implementation of the model; model scientifically-based practices and strategies; and observe teachers in a non-evaluative setting offering feedback and promoting discussion of alternative strategies; observe and provide feedback to teachers on instruction related to literacy development; remain current with scientific based reading research (SBRR); and model integration of literacy strategies and best practices. Works collaboratively with the Title I staff under the direction of the Director of Preschool and Elementary School Programs.
To keep current with educational research as it relates to literacy development
To keep current with VDOE instructional resources and to support teachers and administrators with curriculum alignment (taught and assessed)
To summarize and disseminate the key concepts from this research to the faculty at regular intervals
To incorporate and model best-practices into the instructional model
To support the full implementation of all components of the balanced literacy model
To generate improvement in reading instruction and reading achievement by conducting on-site, on-going literacy-related professional development
To assist teachers in analyzing student performance data for tiered and differentiated instruction
To support school-wide progress monitoring
To distribute assessment data to the teaching staff in a usable, organized, and electronic format
To deliver Professional Development (PD) to teachers at regular intervals and attend PD, as appropriate
To model integration of literacy strategies and best practices
To foster a school-wide climate of literacy and learning
To perform other duties as assigned by the Principal and approved by Director of Preschool & Elementary School Programs