Foundational Literacy Coach 2024/2025 school year - Peoria, United States - Arizona Autism Charter Schools, Inc

Description

Job Description

Foundational Literacy Coach

Job Summary:

Under the supervision and direction of the West Valley Campus Director, the Foundational Literacy Coach is responsible for assisting teachers in the implementation and effective delivery of scientifically based reading instruction. They are also responsible for providing ongoing professional development and coaching support. Coaches will provide appropriate services to schools for a cohesive, sustained, intensive, and classroom focused approach that is rigorous, engaging, and relevant for students. Literacy coaches will provide a non-threatening, open, professional, and collaborative work relationship with district/charter-level school personnel, school-based literacy coaches, principals, and teachers. They will be required to use data to effectively identify the needs of assigned schools to prioritize, schedule, organize, and provide technical assistance that builds educator capacity to provide effective literacy instruction so that students meet age and grade level literacy expectations by the end of 3rd grade and beyond.

The Arizona Department of Education supports the hiring of Foundational Literacy Coaches for the purpose facilitating and assisting Pk-3 teachers to increase the performance of their student's early literacy skills, measured on the state-aligned reading assessment. The coaches will facilitate learning aligned to science of reading research and provide technical assistance to teachers that will improve implementation of aligned practices into daily literacy instruction and intervention. This work includes the integration of the Arizona's English Language Arts (ELA) Standards and Arizona's Early Learning Language and Literacy Standards, locally determined literacy curricula, and intervention programs, and use of data collected from the administration of formal and informal assessment tools.

Major Responsibilities:

General Practices and Definitions

Professional Development: building, revising, scheduling, delivering, and overseeing multiformat professional development related to foundational literacy, Arizona's English Language Arts (ELA) Standards and Language and Literacy (ECE) Standards, science of reading, structured literacy, and Move On When Reading.

Guidance and Technical Assistance: building, maintaining, and disseminating guidance documents and resources, providing technical assistance over the phone, via email, virtually, and in person related to foundational literacy, Arizona's English Language Arts (ELA) Standards and Language and Literacy (ECE) Standards, science of reading, structured literacy, and Move on When Reading.

Record Maintenance and Reporting: maintain records related to coaching cycles, professional development, test scores, and data related to Move On When Reading, build reports for multiple audiences to share data on foundational reading, literacy and Move On When Reading and present findings to multiple audiences.

Other duties as assigned as related to the position.

School Level

• Provide daily technical support (at least 85% of the school week) to school-based coaches or lead teachers in their capacity to support instruction of the 5 components of reading, implement curriculum, administer assessments, analyze data, and utilize technology
• Model effective coaching and conferencing techniques
• Assist administrators, school-based literacy coaches, and teachers in addressing grade-specific curriculum by developing an effective school-wide literacy plan and providing strategies for monitoring the plan's implementation
• Design and conduct professional development to meet the varied needs of school-based literacy coaches and teachers
• Conference with administrators, school-based literacy coaches, and teachers to create specific goals and plans for improving practice
• Provide clear, practical, timely, and candid written and oral feedback to school based coaches about their coaching practices and to teachers about their instruction
• Meet regularly with principals, school-based coaches, and teachers to review data and make recommendations for adjustments in instructional practices
• Maintain an organized system for documenting coaching services
• Participate in professional development sponsored by the Arizona Department of Education, district/charter, and outside consultants
• Provide expertise and support to teachers in scientifically based reading research and its implications for classroom instruction as needed
• Provide professional development to teachers in the effective use of scientifically based reading instruction and a valid and reliable assessment system
• Provide ongoing support, coaching, and modeling to teachers in the effective use of scientifically based reading instruction and a valid and reliable assessment system

District/Charter and Regional Level

• Collaborate with other literacy coaches to support state literacy initiatives
• Assist principals, school-based literacy coaches, and lead teachers in providing regular and user-friendly data reports to their respective districts/charters and other stakeholders
• Provide on-going training and support for school-based educators within and across regions
• Provide guidance for sharing data with a variety of audiences

State Level

• Communicate a consistent message as established by the Arizona Department of Education in support of statewide literacy initiatives
• Participate in on-going training, support, and networking to promote grade-level reading
• Maintain and share documentation regarding coaching calendar and coaching cycles
• Maintain and promptly submit reports on aggregate progress of teaching and learning specific to literacy in grades FOUNDATIONAL in assigned schools
• Provide training to educators across the state
• Support the ADE and the goals and objectives of the superintendent
• Collaborate with ADE for strategic planning to facilitate and provide technical assistance to assigned teachers
• Attend coaching community sessions to learn, collaborate, and integrate learning into facilitation and technical assistance provided to teachers

Knowledge, Skill, and Ability

Knowledge:

• Knowledge of evidence-based research in the areas of reading, writing, listening, and speaking, and language
• Knowledge of the essential components of reading instruction
• Knowledge of the science of reading and structured literacy
• Knowledge of the Move On When Reading Legislation
• Knowledge of Arizona's English Language Arts (ELA) Standards and Language and Literacy (ECE) Standards
• Knowledge of literacy assessment systems, practices, and types
• Knowledge of effective strategies in working with adult learners
• Knowledge of evidence-based practices in literacy
• Knowledge and experience in literacy instruction, literacy intervention, and development of and/or implementation of instructional literacy resources
• Knowledge of reading processes, acquisition, assessment, and instruction
• Knowledge of systematic, explicit instructional process
• Knowledge of instructional coaching approaches and strategies for teaching adult learners
• Knowledge of scientific reading research and its application to effective classroom instruction, structure, and practices, as well as intervention
• Knowledge of multi-tiered system of supports model, and data analysis and application

Skills:

• Systematic, explicit, instructional delivery
• Experience providing professional development and technical assistance directly to school and district/charter staff
• Ability to effectively prioritize, schedule, manage, and organize multiple daily tasks to achieve goals
• Ability to administer and interpret reading assessments and use data to determine professional development needs, and recommend changes to improve school-wide and/or classroom instructional practices
• Ability to rapidly acquire and apply new skills and information
• Ability to provide effective instructional feedback
• Ability to identify problems and develop appropriate solutions
• Use effective written and oral communication skills, including the ability to engage in difficult and candid conversations with a variety of stakeholders.
• Demonstrated leadership/managerial skills
• Demonstrated team building skills
• Demonstrated collaboration and facilitation skills
• Proficient in Google, MS Word, MS Excel, Outlook, PowerPoint, and other tools

Abilities:

• Motivating others to achieve
• High degree of professionalism to ensure and protect the confidentiality of educators and students
• Strong work ethic, self-directed and reliable, and the ability to work both independently and collaboratively
• High-quality interpersonal skills and the ability to relate to and interact with adults exhibiting a range of abilities and dispositions
• Persistent despite obstacles
• Ability to orchestrate change
• Valuing lifelong learning
• Belief that a coach can make a difference, despite the nature of the challenges
• Desire to grow professionally

Licenses/Certifications

• Master's Degree in Education or related field with 3 years documented successful experience teaching reading -OR Bachelor's Degree in Education or related field with 5 years documented successful experience teaching reading with a minimum of 3 years of literacy experience at the State, District/Charter, or School Level
• Valid Arizona Teaching Certificate
• Valid IVP Fingerprint Clearance Card
• Reading Endorsement

Preferred and Additional Qualifications:

• Successful experience facilitating adult learning and delivering professional development specific to literacy instruction (e.g., professional development feedback / surveys, letters from participants, etc.)
• Experience mentoring, coaching, and providing feedback about instruction to classroom teachers
• Experience leading others in a collaborative process
• Experience analyzing and using student achievement data for instructional purposes
• Ability to travel daily

ADA AND OTHER REQUIREMENTS:

Positions in this class require: stooping, crouching, reaching, standing, walking, fingering, grasping, feeling, talking, hearing, seeing, and other repetitive motions.

Physical Requirements:

Exerting up to 30 pounds of force occasionally, and/or up to 10 pounds of force frequently, and/or a negligible.

Working Conditions:

Work is routinely performed in an indoor environment.

The information contained in this job description is for compliance with the Americans with Disabilities Act (ADA) and is not an exhaustive list of the duties performed by this position. Additional duties are performed by the individuals currently holding this position and additional duties may be assigned.

Arizona Autism Charter Schools, Inc. is an Equal Employment Opportunity Employer in compliance with Title VI of the Civil Rights Act of 1964, Civil Rights Act Title VII of 1972, Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990. Arizona Autism Charter Schools, Inc. does not discriminate on the basis of race, color, religion, national origin, sex, disability or age in employment or in any of its educational programs or in the provisions of benefits and services to students.