Savannah Chatham County Public School System Visa Sponsorship Jobs USA

General Description

The Literacy Coach is assigned to a school with K-3 students and serves as an instructional leader who positively impacts student achievement and teacher instructional practice within the school by providing evidence-based cycles of coaching; supportive modeling, professional learning, and co-planning; and data-informed feedback to classroom teachers. By maintaining a consistent, non-evaluative, and visible presence in classrooms and professional learning settings, the Literacy Coach builds teacher capacity and strengthens the implementation of High-Quality Tier 1 literacy instruction aligned to the science of reading, state standards, and the district’s ELA curriculum. The Literacy Coach works collaboratively and professionally with principals, district leadership, and the RESA Regional Literacy Coach to effectively identify the needs of the assigned school in order to prioritize, schedule, organize, and provide technical assistance so that students in the school achieve grade level reading.

Reports To: Principal

Salary Schedule: CH

Work Days: 190

Education and Experience

Required:

• Valid Professional Georgia Professional Standards Commission (GaPSC) certificate, excluding provisional, non-renewable, or strategic waiver certificates.
• Minimum of five (5) years of documented, successful classroom or literacy intervention experience at assigned grade levels (K-3).
• Knowledge of scientifically based reading research, special expertise in quality reading instruction and intervention, dyslexia specific interventions, and data analysis.
• Bachelor’s degree from an accredited college or university in Education or related field.
• Advanced preparation in Reading/Literacy through the completion of a Dyslexia Endorsement, an International Dyslexia Association approved training program (i.e. LETRS, Orton Gillingham,...) or a Reading Endorsement aligned with the most current standards of the Georgia Professional Standards Commission.
• Commitment to successfully complete the Georgia Literacy Coaching Endorsement within three (3) years of the endorsement becoming available through the Georgia Professional Standards Commission.
• Evidence of instructional leadership experience. May include: Professional development and implementation support at the school or district level, Mentoring and informal leadership activities with success in improving other teachers’ instructional skills to increase student learning.

Preferred:

• Advanced preparation in instructional coaching through completion of Teacher Support & Coaching Endorsement, Coaching Endorsement, or Teacher Leader Endorsement.

Licenses, Certifications, and other Requirements

Required:

• Must hold a professional valid clear-renewable certificate.

Preferred:

• Elementary Education Reading (P-12), Special Education General Curriculum (P-12), and Special Education Adapted Curriculum (P-12).

Knowledge, Skills, and Abilities

A thorough understanding of the following is vital:

• Reading processes, acquisition, assessment, and instruction.
• Systematic, explicit instructional process.
• Instructional coaching approaches and strategies for teaching adult learners.
• Scientific reading research and its application to effective classroom instruction, structure, and practices, as well as intervention.
• Georgia’s K-12 ELA standards.
• Multi-Tiered Systems of Support.
• Data analysis and application.

Knowledge, Skills, and Abilities

• Ability to effectively design and facilitate professional learning for teacher groups and individuals.
• Ability to demonstrate continuous self-reflection and self-evaluation as a means of developing professional capacity in service of students.
• Knowledge of serving a diversity of learners.
• Effective written and oral communication skills, including clarity, tact, courtesy, and the ability to remain calm during stressful situations.
• Excellent collaborative and interpersonal skills for working with cross-functional teams.
• Commitment to continued personal professional development.
• Planning, problem-solving and organizational skills.
• Ability to structure time management of multiple priorities.
• Ability to work with principals, administrators, and other school personnel.

Duties and Responsibilities

Since every duty associated with this position may not be described herein, employees may be required to perform duties not specifically spelled out but may be considered incidental in the performance of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the duties herein described.

State-Mandated Position Duties and Responsibilities:

• Coach educators using nonevaluative, evidence-based practices, including modeling instruction, analyzing practice and data, providing actionable feedback, and delivering side-by-side classroom support.
• Collaborate with the school principal to create a strategic plan for literacy coaching.
• Spend no less than 70 percent of the school day in classrooms working directly with students and teachers.
• Prioritize time for those teachers, activities, and roles that will have the greatest impact on student reading achievement, such as coaching and mentoring in classrooms.
• Analyze student data, including screening, diagnostic, and progress monitoring data, to inform instruction, grouping, and intervention within a multi-tiered system of supports (MTSS) framework.
• Synthesize student performance data and educator practice data to establish coaching goals and design targeted, needs-based support for educators.
• Support the implementation and monitoring of evidence-based literacy curricula and instructional materials with fidelity, ensuring alignment to the science of reading.
• Demonstrate competency through approved, periodic, practice-based assessment that verifies his or her ability to apply the science of reading, learning science, and instructional science to deliver explicit, systematic, evidence-based literacy instruction directly with students.
• Participate in district-level and regional-level professional learning sessions and collaborative activities to advance knowledge and skills aligned with the science of reading, state standards, curricular resources, and/or evidence-based instructional coaching practices.
• Collaborate with school and district leaders and the Regional Literacy Coach to align coaching support with district unified literacy plan, district systems of instructional support, school-based literacy plans, and student data.
• Design and implement job-embedded professional learning experiences for groups of teachers or individuals based on the specific needs of teachers and students.
• Perform other related duties and responsibilities as assigned for the purpose of ensuring the efficient and effective implementation of the program.

Prohibitions - Literacy coaches shall not:

• Perform administrative functions or duties, including, but not limited to, performing, any rotating duty assignments or serving as an evaluator, substitute teacher, assessment coordinator, or school administrator.
• Participate in placement committee meetings.
• Serve as a teacher of record.

Terms of Employment

Savannah-Chatham County Public School System has the right to revise this job description at any time. Incumbents will receive an annual contract, and appropriate pay will be determined based on the assigned pay grade and allowable experience.

Work Environment

Employees in this classification are normally exposed to a typical office environment. The employee has some control over the length of time sitting, standing, or ambulating. There are occasions that require the lifting or pulling of equipment or supplies, as well as bending, stooping, or stretching. There is frequent use of computers, telephones, and other standard office equipment, which includes reading, listening, writing, or speaking. There are few exceptional physical or sensory demands.

Exceptional Physical or Sensory Demands

Occasional heavy lifting of up to fifteen (15) pounds.

Sitting or standing for extended periods with limited control over rest periods.