Instructional Literacy Coach

Instructional Literacy Coach

Primary

Purpose:

Support the implementation of high-quality literacy instruction through instructional coaching, professional learning, curriculum support, and data-driven decision-making. Collaborate with campus and district staff to strengthen teacher effectiveness, improve instructional practices, and increase student achievement in reading and writing using evidence-based literacy practices and district instructional priorities.

• Valid Texas Teaching Certificate
• ELAR certification required
• ESL certification required
• BIL certification preferred

• Ability to work effectively with principals, teachers, and students
• Knowledge of TEKS, ELPS, state assessments, and instructional best practices
• Knowledge of adolescent literacy, reading comprehension, writing instruction, and academic discourse strategies
• Ability to lead Professional Learning Communities
• Ability to coach teachers in classroom settings including observations with formative feedback
• Ability to utilize formal and informal data to inform instruction
• Ability to support others in the implementation of the district curriculum, effective teaching strategies, and other best practices in language arts
• Fluent in English and Spanish preferred but not required

• Minimum of five years of teaching experience preferred
• Successful implementation of the district's language arts curriculum, instructional coaching, and professional learning preferred

• Provide instructional coaching and job-embedded support to teachers to strengthen literacy instruction and improve student achievement.
• Facilitate Professional Learning Communities (PLCs) focused on curriculum implementation, instructional planning, assessment practices, and student learning outcomes.
• Collaborate with campus administrators, teachers, and district staff to support district instructional priorities and continuous improvement efforts.
• Analyze state, district, campus, and student achievement data to identify instructional needs and support data-driven decision‑making.
• Design, coordinate, and deliver professional development aligned to district initiatives, evidence-based literacy practices, and campus needs.
• Model effective literacy instruction and research-based teaching practices in classroom settings.
• Support teachers in implementing TEKS- and ELPS-aligned curriculum, instructional resources, and effective literacy practices.
• Provide formative feedback to teachers through classroom observations, coaching cycles, co-planning, co-teaching, and reflective conversations.
• Collaborate with teachers to develop and implement instructional strategies that address the diverse academic and linguistic needs of students, including Emergent Bilingual students.
• Support the implementation of district literacy initiatives, instructional frameworks, and assessment practices.
• Support in working directly with students through demonstration lessons, small-group instruction, intervention support, and supplemental learning opportunities to strengthen literacy skills and improve achievement.
• Assist campuses in monitoring student progress and identifying instructional adjustments needed to support learning outcomes.
• Support the development and implementation of campus action plans related to literacy achievement and instructional improvement.
• Collaborate with district departments to ensure alignment and consistency of instructional practices, curriculum, and resources across campuses.
• Maintain documentation and records related to curriculum implementation, professional learning, coaching activities, instructional support, and student achievement initiatives.
• Participate in campus and district meetings, committees, and planning sessions related to curriculum, instruction, assessment, and school improvement.
• Stay current on literacy research, instructional best practices, state requirements, and emerging trends in education and support their implementation across the district.
• Build teacher capacity through coaching cycles, mentoring, collaborative planning, and ongoing professional support.
• Foster positive relationships with students, staff, families, and community stakeholders to support student success.
• Perform other duties as assigned.

N/A

• Tools/Equipment Used:
  Personal computer and peripherals; standard instructional equipment
• Posture:
  Prolonged standing; frequent kneeling/squatting, bending/stooping, pushing/pulling, and twisting
• Motion:
  Frequent walking
• Lifting:
  Moderate lifting and carrying (up to 30 pounds)
• Environment:
  Work inside, may work outside; regular exposure to noise
• Mental Demands:
  Maintain emotional control under stress; work prolonged or irregular hours; ability to communicate effectively and analyze data; district-wide and statewide travel; occasional prolonged and irregular hours; physical demands of preparing for professional development sessions