Literacy Coach

Essential Functions

• Serves as the on-site expert on the district's literacy curriculum to provide direct support to teacher teams.
• Leads best practices in teaching higher order literacy skills across content areas in reading, writing, listening, and speaking.
• Engages identified teachers in outcome-based coaching cycles.
• Works with teacher teams to foster effective collaboration and develop teacher knowledge and skill in higher order literacy skills and the district's literacy curriculum.
• Analyzes literacy data and provides recommendations for goals as well as specific instructional responses at the classroom and student level.
• Designs and delivers professional development to teachers and school leaders.
• Conducts learning walks to observe for trends and monitor implementation for support.
• Serves as member of the school Instructional Leadership Team.
• Stays up to date on current research and best practices in the areas of literacy content, pedagogy, and instructional strategies to meet the needs of diverse learners.
• Facilitates literacy sessions during the district's systemic professional development days.
• Attends all district professional development including monthly meetings with the Literacy Office.
• Participates in the annual summer literacy institutes (e.g., participant, co‑facilitator, content developer).
• Completes LETRS/Orton Gillingham training within the first two years of serving in this role.
• Performs and promotes all activities in compliance with equal employment and nondiscrimination policies; follows federal laws, state laws, school board policies and the professional standards.

• Bachelor's degree in Education or related field. Degree must be from an accredited college or university.
• Valid Maryland State Department of Education Standard Professional Certificate.
• Three years teaching experience in literacy in K‑12 and/or higher education; experience teaching multiple grade levels preferred; urban experience preferred.
• Three years' experience developing and delivering professional development for teachers to support implementation of the Maryland College and Career‑Ready Standards for Literacy; district level experience preferred.
• Experience coaching classroom teachers and teacher teams.
• Strong organization and strategic planning skills; ability to balance multiple priorities in a fast‑paced work environment.
• Strong strategic planning and time management skills.
• Demonstrated knowledge of research‑informed best literacy instructional practices.
• Demonstrated capacity to provide feedback, coaching and professional development to improve knowledge, skills, and outcomes in other teachers.
• Demonstrated knowledge of adult learning theory including coaching, leading professional learning communities, facilitating teacher teams and developing and leading professional development.
• Demonstrated knowledge of the Maryland College and Career‑Ready Standards for Literacy.
• A commitment to educational equity.
• Excellent verbal and written communication skills.
• Proficient in the use of multiple computer applications including, but not limited to, the Google Suite platform and Microsoft Office Suite.

• Master's degree in Education or related field.
• Advanced coursework in literacy at the graduate level beyond initial teacher preparation.
• Demonstrates specialized literacy knowledge and skills including reading and writing processes and acquisition.
• Advanced coursework and/or demonstrates specialized knowledge of adult learning principles.
• Evidence of setting goals based on multiple data points (e.g., data, student work and behavior, teacher actions, teacher knowledge and skills).
• Evidence of progress monitoring and benchmarking progress toward goals.
• Understanding of one or more coaching models and how they achieve results.
• Demonstrated interpersonal skills and disposition that enable the coach to build strong relationships and foster community and collaboration in teacher teams and the greater school community.
• Experience achieving gains with adults through a non‑evaluative approach that prioritizes capacity building with accountability.
• Ability to collaborate with school leaders and lead both…