Madison Literacy Instructional Coach

 

Reports to: The Building principal in conjunction with Assistant Superintendent of Elementary.

 

Purpose of Position/Summary: 

An instructional coach focuses on successful implementation of district-wide instructional literacy practices, methodology, and K-12 curriculum to build empowered and equipped educators, resulting in increased student learning. The literacy instructional coach will increase the quality and effectiveness of classroom instruction through observation and feedback, lesson-modeling, co-teaching, mentoring, and facilitating academic reflection. The coach will assist in implementing a plan for targeted support using evidence-based literacy practices aligned with the Science of Reading to meet the needs of all students. 

 

Essential Functions: Collaborate with local administrators and educators to: 

• Assist in instructional planning, and expand teachers’ use of a variety of resources to provide high-quality Science of Reading opportunities. 

• Create and monitor specific, measurable instructional goals. 

• Provide training on formative assessment administration based on the integration of the Science of Reading. 

• Ensure that student achievement data is routinely collected, reported, and used to drive instructional decisions at the school- and classroom-level, while offering feedback and reflection. 

• Implement professional development on high-quality instructional practices aligned with the Science of Reading, Structured Literacy, and Balanced Literacy in conjunction with IDOE. 

• Analyze data from a district, school, grade-level, classroom, and individual student perspective. 

• Model continuous learning, maintain current progress, and serve as a thoughtful leader for student literacy in the school. 

• Support Professional Learning Communities as a framework for school change and improvement.
• Serves as a member of the Instructional Coaches’ collaborative team.
• Strives to continuously improve district-wide practices, culture, and instruction.
• Collaborates with school administrators, technology coordinator, Superintendent, assistant superintendents, coaches, teachers, and other school system personnel in implementing district frameworks and best practices to improve student outcomes.
• Participates in training provided by the Indiana Department of Education (IDOE) through Indiana's Literacy Cadre
• Empowers colleagues by providing information, mentoring, coaching, modeling, collaborative problem solving, and solution-focused dialogue.
• Works with building administrators on building-specific requests.
• Maintains confidentiality as defined within the policy and procedure manual.
• Performs other reasonably related duties as assigned by the supervisor.

 

Qualifications:

• Education – Bachelor’s Degree (minimum)
• Certification or Licensure – Preferred Master of Education or administration; Valid Indiana License
• Experience – Evidence of success as a highly effective classroom teacher (minimum 5 years)
• Knowledge – Expertise related to literacy content and pedagogy; Understanding of collaborative learning teams and effective instructional practices, standards, formative and summative assessments, and ways to disseminate derived data. 
• Ability to apply knowledge of current research and theory in instructional programs related to Science of Reading and early literacy instructional practices
• Ability to plan and implement lessons based on Science of Reading instructional practices reflecting the needs and abilities of all students. 
• Ability to establish and maintain effective relationships with students, peers, and parents with skills in verbal and written communication. 
• Ability to perform duties in compliance and accordance with all IDOE requirements, district requirements and Board of Trustees policies. 
• Ability to work well with a variety of personnel in the organization, including building principals, teachers, and students.

 

Length of Contract: 195 days

Position Type: Exempt

 

These statements are intended to describe the general nature and level of work being performed. They are not intended to be construed as an exhaustive list of all responsibilities, duties, and skills required of an instructional coach.