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 the Atlanta area. Today, we’re looking for you to join us as we carry out our mission to positively impact lives and communities across the state.

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 classroom lead and assistant teachers on the implementation of core, supplemental, and intensive intervention approaches for birth‑to‑five early language and literacy development, and use data from valid and reliable assessments to inform instructional decisions.
• Provide support for the implementation of the core curricular program and approaches selected by program directors, working with 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.
• 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 and building connections across classrooms and facilities.
• Lead and coordinate the school/center assessment team: assist in administering literacy assessments for screening, progress monitoring, diagnostic, and outcome purposes.
• Coach teachers on the administration and interpretation of assessment data to determine adequate progress or the need for supplemental or intensive intervention and group small‑group instruction.
• Become familiar with the administration and interpretation of in‑depth diagnostic measures or additional assessments commonly used in early education.
• Use available guidance for reviewing core, supplemental, and intensive intervention materials under consideration for purchase to ensure evidence‑based 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 progress of the literacy initiative and modify elements as necessary.
• Assist in the analysis of school/center‑wide literacy strengths and weaknesses and formulate plans to improve student achievement in language and literacy and teaching effectiveness.
• Create an atmosphere of trust and collaboration among staff to promote professional growth and accelerate language and literacy achievement of all students.
• Attend all professional development and networking meetings designed for Literacy Initiative Coaches.
• Support the implementation of all Early Learning Signature Programs to ensure high‑quality consistency across the organization.
• Support the Early Learning Education Department in meeting School Readiness Goals.
• Assist in creating administrative systems that support high‑quality Early Childhood Education programs.
• Conduct CLASS Assessment Sweeps.
• Review posted lesson plans during RRFTS site visits.
• Collect and enter Head Start education tracking forms.
• Support Education Managers with providing teaching staff with additional support regarding classroom needs.

• Bachelor’s Degree in reading, early childhood education, special education, or related…