Literacy Coach (9-12) - 10 Months
- Must hold or be eligible for a Virginia teaching license with the appropriate endorsement.
- Candidates must meet the current professional teacher’s assessment requirements for initial licensure for Virginia if not already licensed or exempted by three years of full-time, successful teaching experience (K-12) on a current out-of-state license in an accredited public or private school.
- See job description below.
LOCATION: James Monroe High School
SALARY: Placement on teacher salary scale depends on education and experience with a maximum level of Step 10. National Board Certification stacks onto Educational Level Obtained - $2,000.
BEGINNING DATE: TBD
CONTACT PERSON: Eileen Pospisil – Human Resources Administrative Assistant, ext. 2601
APPLICATION CLOSING DATE: UNTIL FILLED
NOTE: Fredericksburg City Public School Division is an equal opportunity employer. Therefore, it does not discriminate on the basis of race, color, religion, national origin, political affiliation, gender, age, marital status, or disability in its educational programs or employment. No person shall be denied employment solely because of any impairment which is unrelated to the ability to engage in activities involved in the position or program for which application has been made.
TITLE: Literacy Coach (9-12) – 10 MONTHS
Under the supervision of the Department of Teaching and Learning, this position provides instructional support and assistance to promote innovative and effective learning environments based on research-based best practices in instruction. The Literacy Coach (9-12) assists in the identification of appropriate resources which complement the schools' instructional programs, provides professional learning opportunities, collaborates with instructional staff, and supports division instructional goals. The Literacy Coach will also assist in the analysis of collected data and propose school needs assessments. Literacy Coaches promote positive relationships, professional growth, and student achievement. They foster positive professional environments in which frequent teacher interaction, collaboration and trust are established as an integral part of the school culture. At the heart of this work literacy coaches are agents of change with goals focused on building the instructional capacity of teachers based on best practices. The Literacy Coach is the bridge between division and school-wide goals and instructional practice.
The following Qualifications, Knowledge, Skills, and Performance Responsibilities are given by way of example, and are not intended to be all inclusive and are not set forth in order of importance.
1. Graduation from an accredited college or university with a minimum of at least a bachelor’s degree and be eligible for a Virginia Teaching License with an endorsement as a Reading Specialist.
2. Three (3) years of successful classroom teaching experience in which the teaching of reading was the primary responsibility, required.
3. Experience in coaching, secondary education, professional development, and/or school leadership, preferred.
KNOWLEDGE & SKILLS:
Planning & Preparation:
§ Demonstrate thorough knowledge of specialty area and trends in professional development.
§ Demonstrate thorough knowledge and support teacher delivery of school/district instructional programs.
§ Demonstrate knowledge of resources, both within and beyond the school and district, for teachers to advance their skill.
§ Establish goals for supporting the instructional program that are clear, based on student achievement data, and are suitable to the situation and the needs of the staff.
§ Design a coherent plan to support the instructional program and the needs of teachers to include a variety of models such as one-on-one conferencing, professional development sessions, professional learning communities, etc.
§ Reflect on coaching plan and makes improvements based upon best practices.
Professional Learning Environment:
§ Create an environment of trust and respect
§ Collaborate with administrators while maintaining confidential teacher-coach relationships
§ Support a positive culture for ongoing instructional improvement
§ Establish clear procedures for teachers to gain access to instructional support
§ Establish and models norms of behavior for professional interactions
§ Organize physical space for workshops or training
§ Facilitate professional learning communities
Delivery of Service:
§ Collaborate with classroom teachers in the design and planning of instructional lessons and units as needed, using a variety of resources
§ Utilize their knowledge of specialty area and instructional skills to provide ongoing professional development for staff
§ Observe teachers and provide timely feedback that encourages effective classroom management and supports teacher development
§ Co-teach lessons when applicable
§ Model best practices and instructional skills in a variety of settings
§ Assist teachers in locating appropriate resources
§ Review instructional materials and provide feedback upon request
§ Collaborate with educators to develop authentic, active learning experiences that foster student agency, deepen content mastery and allow students to demonstrate their competency.
§ Help educators use digital tools to create effective assessments that provide timely feedback and support personalized learning.
§ Collaborate with educators to design accessible and active digital learning environments that accommodate learner variability.
§ Reflect on practice
§ Establish and maintains reports and records
§ Coordinate work with other instructional personnel
§ Participate in a division wide coaching community
§ Engage in ongoing professional learning to maintain expertise in specialty area
§ Maintain confidentiality
§ Demonstrate professionalism by advocating for students
§ Advocate for appropriate integration of instructional technology
§ Meet with administrators regarding instructional matters
§ Assist educators and leaders in securely collecting and analyzing student data.
§ Support educators to interpret qualitative and quantitative data to inform their decisions and support individual student learning.
§ Partner with educators to empower students to use learning data to set their own goals and measure their progress.
§ Model and support the use of qualitative and quantitative data to inform their own instruction and professional learning.
· Perform other duties as required.
TERMS OF EMPLOYMENT: 10 months
Performance in this job will be evaluated in accordance with school board policy and administrative regulations of teachers.