TITLE: K-3 Literacy Coach

HB 1193

REPORTS TO: Superintendent/Designee

MIMIMAL QUALIFICATIONS:

(A) Certification by the Professional Standards Commission;

(B) A minimum of five years of documented successful classroom teaching or literacy intervention experience at assigned grade levels; and

(C) A knowledge of scientifically based reading research, special expertise in quality reading instruction and intervention, dyslexia specific interventions, and data analysis.

PERFORMANCE RESPONSIBILITIES:

(A) Coaching educators using nonevaluative, evidence based practices, including modeling instruction, analyzing instructional practice and data, providing actionable feedback, and delivering side-by-side classroom support;

(B) Collaborating with the school principal to create a strategic plan for literacy coaching;

(C) Spending no less than 70 percent of the school day in classrooms workingdirectly with students and teachers;

(D)  Prioritizing time for those teachers, activities, and roles that will have the greatest impact on student reading
achievement, such as coaching and mentoring in classrooms;

(E) Analyzing student data, including screening, diagnostic, and progress monitoring data, to inform
instruction, grouping, and intervention within a multi-tiered system of supports framework;

(F) Synthesizing student performance data and educator practice data to establish coaching goals and design targeted,  needs based support for educators;
G) Supporting the implementation and monitoring of evidence based literacy curricula and instructional materials with fidelity, ensuring alignment to the science of reading;

(H) Demonstrating 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.