Instructional Coach Literacy TI

Job Overview
The Instructional Coach Literacy TI Elementary School will be responsible for providing instructional support and coaching to build capacity in Title I campus RLA teachers to support the implementation of the written curriculum using best practices for Literacy instruction to ensure that each student is able to reach his or her academic potential. The Instructional Coach Literacy T1 Elementary School will achieve this level of support through the application of the coaching cycle which includes modeling, co-teaching, literacy content knowledge support, Professional Learning Community (PLC) facilitation, pedagogy and classroom management support. The Instructional Coach Literacy T1 Elementary School will provide strong instructional leadership for RLA teachers on Title I campuses to support the District's vision for Teaching and Learning.

Position Description

Essential Duties and Responsibilities

Instructional Leadership

• Provide and facilitate leadership for Literacy PLCs and coach teachers on the expected process/protocols and outcomes for PLC's including effective planning of instruction, assessment, data analysis for intervention and enrichment, and meeting professional learning goals
• Utilize the peer coaching cycle, including tools for observation, to provide feedback on instructional practice and to engage teachers in reflective practice
• Model and support instructional planning that includes purposeful technology integration and the implementation of Blended Learning within instruction using the learning management system to support the instructional model for literacy
• Collaborate with the campus and district leaders to provide job embedded learning opportunities that promote the implementation of the written curriculum and the campus/district instructional focus
• Collaborate with campus and district leaders to provide ongoing instructional support to RLA teachers through the use of effective partnership agreements within the coaching cycle
• Facilitate the disaggregation of multiple sources of data to make instructional decisions
• Develop capacity in RLA teachers to utilize data from formative and summative assessments to diagnose instructional needs and identify research based best practices for instruction in order to close achievement gaps
• Provide leadership to support the implementation of the Literacy instructional model to support student ownership of learning
• Facilitate PLC development
• Address complaints and resolve problems in a timely manner

Professional Learning

• Utilize the peer coaching cycle to provide individual and group coaching/mentoring to support the implementation of the written curriculum and instruction aligned to the identified district/campus instructional focus
• Collaborate with teachers to create T-TESS (Texas Teacher Evaluation and Support System) goals and provide job embedded supports to assure attainment of T-TESS teacher professional goals
• Collaborate with campus and district leaders to promote best practices in instruction through modeling, co-teaching, and instructional planning within Literacy Professional Learning Communities (PLCs)
• Collaborate with district departments to develop, facilitate, and/or provide professional development and training to RLA teachers and staff aligned with campus/district instructional goals including campus based and summer professional learning opportunities
• Facilitate guided teacher observations to promote reflective practice and highlight best instructional practices
• Attend district level instructional meetings, intervention, literacy content knowledge development sessions, and professional learning events to promote professional growth

Program Support

• Lead and/or participate in guided coaching observations to promote reflective practice
• Maintain and report instructional coach services using the identified reporting tool
• Create and articulate a schedule with administrators of instructional coaching activities, professional learning opportunities, and professional growth requirements that support RLA instruction
• Provide informal feedback to RLA teachers regarding classroom instruction and progress with T-TESS professional goals
• Keep abreast of and research best practices for RLA instruction in the assigned grade levels
• Provide support to teachers on the implementation of literacy instructional resources including classroom library resources, developmentally appropriate texts, mentor texts, and appropriate technology
• Collaborate with campus and district leaders to support the induction and mentoring of new campus RLA teachers and build the capacity of the grade level team to support new teachers
• Maintain and submit documentation to support activities that address the Comprehensive Needs Assessment which is included in the Campus Improvement Plan in compliance with Title I
• Support the implementation of the written curriculum with fidelity

Supervisory Responsibilities

• None

Qualification Requirements

To perform this job successfully, an individual must be able to perform each of the above essential duties satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or abilities, required unless otherwise stated as preferred. Reasonable accommodations may be made to enable individuals with disabilities to perform the essentials functions.

• Bachelor's degree
• Master's degree Preferred
• Valid Teaching Certification Issued by Texas Education Agency appropriate to subject and grade level of assignment Elementary ELA
• Valid Texas ESL Certification
• Minimum of 3 years of experience as an elementary ELA classroom teacher
• Minimum of 2 years of experience in teacher leadership
• Knowledge of and training on the Texas Essential Knowledge and Skills (TEKS), elementary literacy curriculum, and best practices for literacy instruction
• Proven knowledge of best practices in literacy and the development of libraries to support instruction
• Demonstrated evidence of professional growth, including leadership or participation in a wide range of professional learning experiences
• Demonstrated communication skills and interpersonal skills that promote collaboration and effective communication with adults
• Comprehensive knowledge of instructional strategies, role of Professional Learning Communities (PLCs), and data for decision making, student assessment, and use of instructional technology
• Strong organizational and classroom management skills

Physical Requirements/Working Conditions

The work environment characteristics and physical demands described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Work is performed in classrooms, offices, work stations and meeting rooms.

The position requires occasional walking, standing, sitting, bending, stooping, kneeling, crouching, crawling, and lifting/carrying work related items weighing less than 40 pounds, such as books, papers and presentation materials. The employee is regularly required to use hands to finger, handle, or feel objects, tools, or controls; reach with hands and arms; and talk or hear. Specific vision abilities required by this job include close vision, color vision, and the ability to adjust focus. Attendance at conferences and professional development is required. Work involves everyday risks and discomforts which require normal safety precautions when operating equipment or performing job duties. May work prolonged or irregular hours and must be able to maintain emotional control under stress.

Additional Information

• This position requires travel to various campuses, district meeting sites and conferences/meetings in and out of state. This position may require the employee to work some nights and weekends.
• This position is grant funded through Title I funds. This position may be discontinued if funds are no longer available.

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