Network Literacy Coach

Network Literacy Coach (Grant Funded)

Capital Preparatory Schools is seeking passionate educators who have demonstrated leadership. The Network Literacy Coach provides daily in-building support to illuminators, modeling effective literacy practices, supports the use of data to inform instruction, and works with New York City Charter Literacy Consortium (CLC) partners to implement best practices across the Capital Prep network.

The Network Literacy Coach responsibilities include, but are not limited to:

• Works with New York City Charter Literacy Consortium (CLC) partners to implement best practices across the Capital Prep network;
• Implements grant as prescribed by CLC and successfully executes goals in each year of the grant: (1) Year One - the focus will be to identify and develop systems for best practices in literacy instruction and to provide professional development on their implementation; (2) Year Two - focus on identifying, creating systems for, and coaching illuminators on the use of scholar data to inform the implementation of Tier 1 and Tier 2 instruction while also supporting first-year illuminators in implementing first-year strategies;
  
  (3) Year Three - sustain the work from previous years by continuing to provide regular professional development opportunities.
• Provides weekly coaching services to each of the network's NY Schools (Capital Prep Bronx, Capital Prep Harlem, and Capital Prep New Rochelle), with a bi-weekly visit to the network's Connecticut schools;
• Conducts weekly "Check Book" observations for all NY ELA illuminators, and bi-weekly "Check Book" observations for CT ELA illuminators (teachers);
• Provides illuminators with daily in-building coaching that allows for individualized instruction and enrichment opportunities for all scholars to ensure that they are both challenged and supported as the network works toward 100% literacy;
• Leads and facilitates learning walks with administrators, to assess the quality of teaching & learning to improve literacy;
• Observes, models, co-plans, and co-teaches high-quality instructional practices in literacy across the network;
• Gathers and utilizes quantitative and qualitative data to monitor progress toward improved scholar outcomes in literacy and supports illuminators' use of data to inform instruction;
• Assists with the creation, oversight, and implementation of the ELA curriculum to improve literacy, including but not limited to development of Scope and Sequences, Quint Essentials, assessment, scope, and other curriculum resources;
• Collects, tracks, and analyzes scholar literacy data for each CPS school and shares outcomes with school administrators, along with 'next steps';
• Prepares and provides professional development for new administrators, illuminators, and others as needed to ensure the successful implementation of CPS curriculum resources to foster quality instruction and assessment within each school;
• Assists the Senior Director of Humanities in monitoring lesson pacing of ELA classes;
• Assists the Senior Director of Humanities in ensuring that illuminators are providing actionable feedback to scholars as it pertains to literacy proficiency and that data is communicated to scholars by faculty in an effective and timely fashion (including but not limited to Data Walls, Power School management, standards-based grading);
• Acts as liaison and project lead for the CLC Grant, including attending all sessions and meetings, ensuring compliance and successful implementation of the grant;
• Provides narrative and data as needed for the completion of grant reporting;
• Performs any and all duties as may be assigned by CPS leadership;
• Adheres to all CPS Expectations;
• Provides overall leadership support across the network;
• Performs any and all duties as may be assigned by Administration.

Skills:

• Instructional and programmatic vision, leadership, and deep knowledge of CCSS and relevant state standards, K-12, and knowledge of and commitment to culturally responsive and equity-centered practices.
• Experience with designing, assessing, and curating learner-centered ELA curricular resources and supporting curriculum adoption implementation processes.
• Knowledge of adult learning theory and ability to lead teams in the development and delivery of high-quality learner-driven, relationship-based, and purposeful curriculum and instruction K-12.
• Facilitation of data-driven and equity-focused teams and processes.
• Highly flexible and comfortable with change, growth, and possibility.
• Skilled collaborator, communicator, and relationship-builder.
• Ability to lift up to 30 lbs.

Experience/Training:

• Significant teaching and instructional leadership experience required (including at least 5-7 years of successful classroom teaching and instructional leadership),
• Administrative credential or certificate of eligibility, preferred;
  Master's in Education or related field, preferred, specifically in ELA or literacy;
• Deep knowledge of culturally responsive pedagogy;
• Deep knowledge of CCSS, NY/CT standards/framework.…