Primary Purpose:

The Early Literacy Instructional Coach will work with the Curriculum and Instruction Department and campuses to support student learning. The Early Literacy Instructional Coach will focus on individual and group professional development that will expand and refine the understanding of effective researched-based early literacy instruction. In order to meet this purpose, the Early Literacy Instructional Coach will provide personalized support that is based on the goals and identified needs of individual teachers. The Early Literacy Instructional Coach focuses on enhancing teachers’ ability to provide instruction that (1) builds student understanding and skills, (2) is academically rigorous, (3) addresses the curriculum standards and frameworks, (4) address balanced literacy needs of early childhood, and (5) enhances student engagement in and ownership of learning.

Minimum Qualifications:

Education/Certification

Valid Texas teaching certificate with required endorsement for subject and level assigned

Candidate must have satisfactory outcome of fingerprinting background check. Non-refundable fee (approximately $50.00) paid by employee.

Knowledge/Skills:

Ability to develop, revise, implement and progress monitor researched based early literacy instructional programming

Ability to develop, revise, implement or coordinate early literacy diagnostic professional development

Ability to develop, revise or evaluate standard-based curriculum

Ability to develop, organize and conduct effective professional development

Ability to communicate effectively in written and oral format

Experience in research-based instructional practices

Ability to provide instructional leadership and follow direction

Experience:

Three (3) years’ of teaching experience in Reading and Writing

Major Responsibilities and Duties:

(The following statements describe the general purpose and responsibilities assigned and should not be construed as an exhaustive list of all responsibilities, skills, efforts, or working conditions that may be assigned or skills that may be required.)

Professionalism

The Educators' Code of Ethics is set forth in Texas Administrative Code to provide rules for standard practices and ethical conduct toward students, professional colleagues, school officials, parents, and members of the community. 

• Rule §247.1 Purpose and Scope; Definitions
• Rule §247.2 Code of Ethics and Standard Practices for Texas Educators 

Instructional Management

The instructional coach promotes improvement of instruction through activities such as the following:

• Assist teachers in the implementation of early literacy curriculum.
• Serve as a resource to schools in the selection of appropriate instructional material and interventions.
• Serve in a consultative role to campus teachers and administration when questions arise concerning early literacy.
• Assist new teachers, in a collaborative model of observation, conversation, and lesson demonstration to analyze and reflect on their practice to promote quality early literacy instructional practices.
• Model effective, differentiated instruction.
• Provide individualized, classroom-based coaching with participants to support them in implementing good instructional practices.
• Assist teachers in aligning their teaching with appropriate standards, curriculum and assessments.
• Implement assigned programs and/or projects for the purpose of conforming to district and state curriculum and/or instructional objectives.
• Provide information regarding specific strategies for early literacy instruction and classroom management.
• Assist staff with collecting and analyzing achievement data to monitor student progress of students in Pre-Kindergarten to 2^nd
• Respond to instruction and programming needs of teachers, administrators, and other staff.
• Demonstrate a thorough knowledge of curriculum and subject matter.
• Assist teachers with specific classroom activities when requested.
• Support and implement research-based instructional programs for all students.
• Assist and collaborate with principals and teachers in implementing effective intervention plans for students in Pre-Kindergarten to 2^nd
• Provide new teacher support and mentoring. 

Organizational Management

The instructional coach assists with managing administrative, fiscal, and facilities functions responsibly through activities such as the following:

• Assist with professional development of teachers, campus administrators.
• Provide focused, sustained training that assists campus instructional leaders and teachers in meeting data-driven instructional goals.
• Provide thorough and timely reports, data, and information as requested.
• Evaluate programs and/or projects for the purpose of carrying out and achieving the objectives of the department and district.
• Maintain a variety of manual and electronic files and/or records for the purpose of providing up-to-date reference and complying with regulatory requirements and established guidelines.
• Provide organized, individual and/or group learning opportunities for teachers as needed.
• Monitor intervention programs by observing and meeting with teachers. 

Organization Climate

The instructional coach assists with fostering a positive school or organization morale through activities such as the following:

• Assess and planning improvement of the school, school district, or community environment.
• Reinforce excellence.
• Promote a positive, caring climate of learning.
• Use effective communication skills. 

Organization Improvement

The instructional coach promotes leadership in efforts to improve the school or organization through activities such as the following:

• Collaborate in the development and articulation of a common vision of improvement.
• Encourage appropriate risk-taking.
• Ensure continuous renewal of curriculum, policies, and methods. 

Professional Development/Growth

The instructional coach provides leadership in professional growth and development through activities such as the following:

• Maintain current knowledge of professional trends and developments addressing early literacy.
• Participate fully in professional development for coaches, professional research and reading, and inquiry sessions.
• Demonstrate knowledge of research-based instructional strategies for students in grades Pre-Kindergarten to 2^nd
• Demonstrate knowledge using a variety of assessment tools.
• Other duties as assigned. 

Communication and Community Relations

The instructional coach promotes a positive tone for school or community relations through activities such as the following:

• Present information on a variety of topics for the purpose of communicating information and/or gaining feedback and providing staff development for certified and classified special education and non-special education staff.
• Prepare a wide variety of written manuals for the purpose of documenting activities, providing written reference, and conveying information.

Qualities of an Effective Instructional Coach

The instructional coach exhibits qualities such as the following:  

• Demonstrate a high level of personal integrity, a collaborative leadership style and high ethical standards.
• Keep informed of and comply with state, district, and campus policies affecting schools, including UIL rules, daily attendance, punctuality and confidentiality.
• Compile, maintain and file all reports, records and other required documents.
• Daily attendance and punctuality at work are essential functions of the job.

Supervisory Responsibilities:

• None

Working Conditions:

Mental Demands/Physical Demands/Environmental Factors:  

• Work irregular and extended work hours to include holidays and weekends.
• May report to various campuses within the district for a full work day.
• Work with frequent interruptions and maintain emotional control under stress.
• Continual standing, walking, lifting up to a minimum of fifty (50) pounds, and carrying.
• Some stooping, bending, and kneeling.
• Limited exposure to hot and cold temperatures.
• Frequent exposure to: temperature extremes (hot and cold), humidity extremes, noise, low or intense illumination vibration.
• Occasional exposure to: biological hazards (communicable diseases, bacteria, insects, mold, fungi, etc.), work outside, work around moving objects or vehicles, work on uneven surface.  

The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.