Literacy Specialist_Jamestown_ES Job Hephzibah area,Georgia USA,Education / Teaching

Position: 2026-27_Literacy Specialist_Jamestown_ES

2026- _ES

Starting Date: Jul 1, 2026

Job Description

JOB DESCRIPTION FOR Literacy Support Coach

Job Qualifications

Department or

Location:

RCSS Elementary Schools Position

Type: Certified / Contracted (GRANT FUNDED)

Job Title: GEOGIA LITERACY COACH (HB 1193)

FLSA Status: Exempt

Reports To: School Principal

Days: 190 Days (10 months)

Education: Bachelor's degree from an accredited college or university in Elementary Education, Special Education or a related field required. Master’s degree preferred. Advanced preparation in instructional coaching through completion of Coaching Endorsement, Teacher Leader Endorsement, or independent training program OR 3 years instructional leadership experience including curriculum design, professional development, and implementation support at the school or district level preferred.

Certification or Licensure: Meets Georgia state certification requirements for teaching at level 4 or higher. Advanced preparation in reading / literacy through completion of Reading Endorsement, Teacher Leader Endorsement, or independent training program approved by International Dyslexia Association.

Skills:

Reading processes, acquisition, assessment, and instruction.
Systematic explicit instructional processes.
Instructional coaching approaches and strategies for teaching adult learners.
Scientific reading research and its application to effective classroom instruction, structure, and practices, as well as intervention.
Georgia Standards for Excellence in English Language Arts, Social Studies, Science as well as new Georgia K-12 ELA Standards.
Multi-Tiered Systems of Support.
Data analysis and application.

Work Experience: A minimum of five years of successful teaching at the elementary level including evidence-based word recognition and comprehension instruction.

This position is responsible for working in elementary schools to support Georgia’s Literacy legislation and provide appropriate services to schools so that there can be a cohesive, sustained, intensive and classroom-focused approach that is rigorous, engaging, and relevant. Georgia Literacy coaches are required to spend 70% of the school day in classrooms working directly with students and teachers. School-based Literacy Coaches will provide a non-threatening, open, professional, and collaborative work relationship with principals, other academic coaches, and K-3 teachers.

They will be required to effectively identify the needs of assigned schools to prioritize, schedule, organize, and provide technical assistance so that students in assigned schools achieve grade level reading by the end of third grade.

Work Environment / Physical Demands

Assist principals and other leadership in assigned schools with aligning school wide systems, processes, and resources to structured literacy as defined by HB 1193 Geogia Literacy Coach. Georgia Early Literacy Act.

Assist school administrators and other leadership with providing regular and user-friendly data reports to their respective districts and other stakeholders.

Assist K-3 teachers in addressing grade specific curriculum by developing an effective school-wide literacy plan and providing strategies for monitoring the plan’s implementation.

Collaborate with Regional Structured Literacy Support Coaches to design and conduct professional development to meet the varied needs of K-3 teachers.

Facilitate and lead structured coaching cycles with teachers, fostering a collaborative and growth-oriented environment that includes goal setting, modeling, lesson observation, constructive feedback, and reflective discussions to enhance literacy instruction and student outcomes.

Provide clear, practical, timely, and candid written, oral feedback to teachers about their instruction.

Conference with teachers identified for additional support to create, implement, and monitor goals and plans for improving practice.

Meet regularly with principal, other school-based coaches, and K-3 teachers to review data and make recommendations for adjustments in instructional practices.

Maintain an organized system for documenting coaching services.

The work environment characteristics are representative of those an employee encounters…