Curriculum & Instruction K-3 School Literacy Coach - .5 FTE
Please note that this posting closes at 3:00 pm on the date listed above.
If you have any questions regarding the position, please contact Karen Gregory, Associate Director, at (385) 646-4192 or email firstname.lastname@example.org
|Job Title||K-3 School Literacy Coach|
|Supervisor||Director of Curriculum|
|Salary Schedule||Teacher Salary Schedule|
|Contract Length||9 Months|
GRANITE SCHOOL DISTRICT – K-3 School Literacy Coach
The School Literacy Coach will work with K-3 classroom teachers to improve English Language Arts instruction. They will focus on implementation of the ELA Utah Core Standards with research-based literacy practices using district adopted tools. The School Literacy Coach will provide sustained support to teachers through a continuum of coaching and professional development opportunities.
Under the direction of the Curriculum Department Director and building principal, this educator is responsible for the items listed under the "Essential Functions" section.
- Develop/deepen own content knowledge of literacy theory and exemplary practices-whole-group and small-group differentiated instruction for grades K-3. Extend literacy competencies through active participation in: District Level Professional Learning Opportunities, personal coaching with district coach
- Improve K-3 classroom literacy instruction (50% of workday spent in classrooms): provide sustained support to classroom teacher through continuous coaching cycle (pre-conference, data collection, reflective conversations); provide professional learning focused on implementing Utah Core Standards with research based, effective literacy practices using the Wonders program (In-class modeling, team teaching, shadow teaching, observing teacher instruction and providing feedback, aiding in implementation of effective literacy practices); provide professional learning focused on literacy assessments (Benchmark/Screener, progress monitoring, diagnostic)
- Professional Responsibilities–School level: support administration and staff through use of data in evaluating and refining school literacy instruction; Literacy Leader K-3 for school site (disseminate literacy information, facilitate school PD, PLC, and Data Study Groups); serve on school committees as assigned by administration (examples: School Literacy Committee, School Support Team for literacy issues, MTSS Team); DIBELS Next administration and coordination of testing (MClass K-3, DIBELS.net 4-6, ordering and organizing DIBELS Next materials)
- Professional Responsibilities–District level: personal coaching (twice a month), attend district level Professional Learning Opportunities, Attend data meetings at the school site with school coach, district coach, and school administrator to review progress, plan future services, etc.
- Understanding of Granite’s proficiency-based teaching and grading
- Communicate with parents through conferences, telephone calls, e-mails, student planners, school website, and other appropriate means, to discuss the student’s progress.
- Communicate and cooperate with other professional staff regarding the student’s academic and personal growth areas.
- Attendance, physical presence, and timeliness are essential functions of this position.
- Provide and maintain a safe and supportive environment in the classroom and on the school campus.
- Maintain professional competence through in-service education activities provided by the school district and self-selected professional growth activities.
- Participate in faculty meetings as required.
- Administer appropriate student attendance policies and procedures.
- Participate in appropriate educator evaluation procedures as per district guidelines.
- Administer group standardized tests in accordance with state and district testing procedures.
- Participate in faculty committees and the sponsorship of student activities
- Select and requisition books and instruction materials; maintain required inventory records.
- Model professional and ethical standards when dealing with students, parents, colleagues, and members of the community.
- Understand and adhere to laws, district policies, and procedures.
- Maintain effective working relationships with students, parents, school staff, district staff, and members of the community.
- Demonstrate professional ethics as outlined by the Utah Professional Practices Advisory Commission.
- Be a positive role model.
- Other duties as assigned*
Required Knowledge and Skills
- Possess strong oral and written communication skills.
- Possess strong computer and educational technological skills.
- Works independently with little direct supervision.
- Works as part of a team.
- Accepts responsibility and is self-motivated.
- Demonstrate the ability to establish and maintain a positive learning environment and handle classroom management issues in a calm manner.
- Display effective multi-tasking and time management skills
- Bachelor’s Degree in Elementary or Early Childhood Education, Master’s Degree preferred
- Current Utah ProfessionalElementary teaching license
- Level 1 and Level 2 Reading Endorsement (or in process/willing to acquire both within a 3-year time frame)
- 3+ years of primary grade classroom experience preferred
- Supervision of students requires both indoor and outdoor responsibilities (e.g. recess duty, gymnasium activities, etc.) in all types of weather and air quality.
- Tasks may involve extended periods of time at a keyboard or workstation.
Requires the ability to sit, stand, walk, stoop, kneel, crouch or crawl. Ability to reach with hands and arms, use hands to finger, handle or feel objects. Ability to talk or hear. Vision abilities include close vision, distance vision, color vision and ability to focus. Physical demands require moving and lifting supplies, equipment, etc. up to 25 pounds and occasionally lift and/or move up to 50 pounds.
Physical Requirements – Not limited to the following:
- While performing the duties of this job, the teacher is regularly required to speak and/or hear. The teacher is frequently required to stand; walk; reach with hands and arms and stoop, kneel, and crouch. The teacher is occasionally required to use hands to handle or feel and must occasionally climb or balance.
- Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision and depth perception.
- The teacher must frequently lift and/or move up to 10 pounds and occasionally lift and/or move up to 25 pounds.
- Teachers in P.E., CTE, Theatre and/or Art may be required to frequently lift up to 50 pounds.
Note: This list of essential and non-essential functions and of physical requirements is not exhaustive and may be supplemented in accordance with the requirements of the job.