Instructional Coach

Literacy Intervention and Instructional Coach

3rd-4th Grade Literacy Interventionist/Instruction Coach - East Evergreen Elementary

5th-6th Grade Literacy Interventionist/Instruction Coach - Evergreen Junior High

7th-8th Grade Literacy Interventionist/Instruction Coach - Evergreen Junior High

Staffing for Literacy Intervention and Instructional

Coaching:

To support literacy development and enhance instructional practices, the District will hire four full-time certified teachers at the start of the grant period. These educators will serve dual roles as (1) Literacy Interventionists for students and (2) Literacy Instructional Coaches for staff in our District.  They will also work alongside existing instructional coaches in the District.

As Literacy Interventionists, their responsibilities will include:

* Collaborating with classroom teachers and existing instructional coaches to integrate intervention strategies into core instruction in whole group instructional settings.

* Identifying students for literacy interventions through screening, diagnostic, and formative assessments using current assessment tools;
Core Reading Phonics assessment, Early Bird, aimsweb

Plus, classroom assessments, etc.

* Delivering targeted, data-driven literacy interventions to students in small groups and during one-on-one instruction in phonological awareness, phonics, vocabulary, fluency, comprehension, and writing using a co-teaching model. The benefits of the co-teaching model are that the interventionist and classroom teacher co-plan and co-deliver instruction. Planning together allows for the Literacy Intervention teacher to be able to coach and collaborate with the classroom teacher, build collective teacher efficacy, and ensure sustainability of best practices in literacy instruction.

As Literacy Instructional Coaches, alongside existing instructional coaches, their responsibilities will include:

* Coaching teachers in implementing developmentally appropriate, systematic, and explicit literacy instruction aligned with state academic standards.

* Modeling effective teaching strategies, including differentiation, scaffolding, and integrating literacy across content areas.

* Conducting professional learning sessions on using current high-quality reading programs the District uses in order to guide instruction. Facilitate collaborative planning sessions with grade-level teams to ensure consistency and alignment of literacy practices.

* Supporting classroom teachers with development of Multi-Tiered Systems of Support (MTSS) reading intervention plans and progress monitoring.