Instructional Support Coach

As a thought‑leader and best‑in‑class provider in education, wellness, youth development, and community‑building, The YMCA of Metro Atlanta is one of the oldest and most essential non‑profits serving in Atlanta. Today, we’re looking for you to join us as we carry out our mission to positively impact lives and communities across the state.

At the Y, we’re an association of like‑minded people (staff, volunteers, and members), on the forefront of a movement to ensure that everyone – especially children – experience an equal opportunity to reach their full potential. In the course of a year, we provide more than 3,000 children, ages 6 weeks through Pre‑K with high‑quality literacy and STEAM‑infused learning; give 58,000 youth and teens access to sports, aquatics, day and resident camps, teen leadership development programs, and employment opportunities;

provide over 200,000 members with programs, services, and facilities to enjoy connection and maintain wellness regardless of age; and engage over 25,000 volunteers and donors from across Atlanta to share in the gift of supporting their communities.

Under the direction of the Senior Director of Early Learning Education, the Instructional Support Coach is a specially prepared professional who has responsibility for the literacy and language performance of young children in general and those who have struggles within their schools or centers. The Instructional Support Coach will provide high‑level literacy and language development support for members of the school or center.

• Provide resources and training to school or center staff on scientifically based early language and literacy research and evidence‑based practices.
• Coach (e.g., model/demonstrate, co‑teach, observe, and provide feedback) classroom lead and assistant teachers on the implementation with the fidelity of core, supplemental, and intensive intervention approaches for birth to five early language and literacy development and the use of data from valid and reliable assessments as the basis for instructional decision making.
• Provide support for the implementation of the core curricular program and approaches selected by program directors, working with the publishers as necessary.
• Establish and oversee a peer mentoring support network for teachers as they implement recommended instructional practices; including opportunities for teachers to visit one another’s classrooms to observe the implementation of specified practices.
• Re‑deliver literacy content or advanced seminar content to birth to five teachers and assistant teachers in schools/centers; lead study groups to discuss research, enhance commercial programs with research‑based content, share experiences on implementing recommended practices, and examine student work.
• Act as a catalyst for building a school/center learning community that focuses on integrated learning, building connections across classrooms and facilities.
• Lead and coordinate the school/center assessment team:
  Help administer the literacy assessments for screening, progress monitoring, diagnostic, and outcomes.
• Coach teachers on the administration and interpretation of assessment data, to determine adequate progress or those in need of supplemental or intensive intervention as well as grouping for small group instruction.
• Become familiar with the administration and interpretation of in‑depth diagnostic measures or additional commonly used in early education.
• Use available guidance for reviewing core, supplemental, and intensive intervention materials under consideration for purchase for evidence of alignment with the literacy initiative.
• Help organize and lead school/center and regional professional development opportunities to disseminate literacy content to non‑project schools/centers.
• Meet regularly with the Senior Director of Early Learning Education, Lead Literacy Coach, and peers to assess the progress of the implementation of the literacy initiative and to modify elements as necessary.
• Assist in the analysis of school/center‑wide literacy strengths and weaknesses and formulate plans to improve student…