School Literacy Coach (K-5) - Gerald Wright Elementary
Description
Please note that this posting closes at 3:00 pm on the date listed above.
This is a full-tuime position at Gerald Wright Elementary. This posting is for internal applicants only. If you have any questions regarding the position, please contact Amber Clayton, Associate Director, at (385) 646-4116 or email asclayton@graniteschools.org
| Job Title | School Literacy Coach - K-5 |
| Department | Curriculum & Instruction |
| Supervisor | Director of Curriculum |
| Salary Schedule | Teacher Salary Schedule |
| Lane Placement | A-G |
| Contract Length | 9 Months (189 days) |
| FLSA Classification | Exempt |
To perform this job successfully, an individual must be able to perform each essential function satisfactorily, with or without reasonable accommodations. The requirements listed below are representative of the knowledge, skills, training, education, responsibilities, abilities; the machines, tools and equipment used; background; and any licenses or certifications required. Physical, punctual, reliable, and predictable regular attendance is an essential job function to perform the essential duties and responsibilities of the position. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions of this position.
The School Literacy Coach will work with K-5 classroom teachers to improve English Language Arts instruction. The focus on implementation of the ELA Utah Core Standards with research-based literacy practices from the Science of Reading using district adopted tools. The School Literacy Coach will provide sustained support to teachers through a continuum of coaching and professional development opportunities.
Job Summary
The School Literacy Coach will work with K-5 classroom teachers to improve English Language Arts instruction. The focus on implementation of the ELA Utah Core Standards with research-based literacy practices from the Science of Reading using district adopted tools. The School Literacy Coach will provide sustained support to teachers through a continuum of coaching and professional development opportunities.
Essential Functions
Develop/deepen own content knowledge of literacy theory and exemplary practices-whole-group and small-group differentiated instruction for grades K-6. Extend literacy competencies through active participation in:
District Level Professional Learning Opportunities
Personal coaching with district coach
Self-selected professional growth activities.
Develop and maintain a confidential, positive, collegial relationship with teachers.
Improve K-5 classroom literacy instruction (majority of workday spent in classrooms working with teachers): Utilize the district coaching model to provide support to classroom teachers (pre-planning, data collection, shared event, reflective conversations) in job-embedded professional learning.
Provide appropriate feedback to teachers.
Provide appropriate professional learning for individual school and teacher needs focused on implementing Utah Core Standards with research based, effective literacy practices using approved district programs and Science of Reading knowledge
In-class modeling, co- teaching, shadow teaching, etc.
Observing teacher instruction and providing feedback.
Aiding in implementation of effective literacy practices.
Professional learning focused on literacy assessments (Benchmark/Screener, Diagnostic, Progress Monitoring)
Manage time and schedule flexibility to maximize opportunities for teacher professional development and coaching activities.
Professional Responsibilities–School level:
Support administration and staff through use of data analysis in evaluating and refining school literacy instruction.
Literacy Leader K-5 for school site (disseminate literacy information; facilitate school PD; support PLC work and Data Study Groups)
Serve on school committees as assigned by administration (examples:School Literacy Committee, School Support Team for literacy issues, MTSS Team)
Coordinate and administer Acadience Reading Assessments and Diagnostic Assessments throughout the school year. (ALO Acadience Reading, NWEA MAP, and other diagnostic assessments). Administer group and individual standardized tests in accordance with state and district testing procedures.
Work collaborative with other school site coaches and participate in combined coaching meetings.
Professional Responsibilities–District level:
Engage in personal coaching (twice a month) with district literacy coach
Attend district level Professional Learning Opportunities
Attend data meetings at the school site with the district coach, and school administrator to review progress, plan future services, etc.
Communicate with parents through conferences, telephone calls, e-mails, student planners, school website, and other appropriate means, to discuss the student’s progress.
Maintain records and required information in a secure location. Maintain confidentiality of all student information.
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.
Participate in faculty meetings as required.
Administer appropriate student attendance policies and procedures.
Participate in appropriate educator evaluation procedures as per district guidelines.
Participate in faculty committees and the sponsorship of student activities.
Select and requisition books and instruction materials; maintain required inventory records with administrative approval.
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. Represent the District in a professional, ethical and positive manner.
Be a positive role model.
Non-Essential Functions
- Other duties as assigned*
Required Knowledge and Skills
- Excellent oral and written communication skills.
- Strong computer and educational technological skills.
- Strong knowledge of lesson design and instructional strategies.
- Understand Granite’s proficiency-based teaching and grading.
- Possess effective organizational skills
- Work independently with little direct supervision.
- Work 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.
- Manage time and schedule flexibility to maximize opportunities for teacher professional development and coaching activities.
- Required Training and Education
- Bachelor’s Degree in Elementary, Early Childhood Education, or Special Education, Master’s Degree preferred
- Current Utah Professional Elementary, ECE, or Special Education teaching license
- Completion of LETRS Training (provide documentation)
- Coaching Endorsement (or in process of/willing to acquire within a 2 year time frame)
- 3+ years of primary grade classroom experience required, 5+ preferred
Working Environment
- 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.
Physical Demands
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.