Early Literacy Coach

Will Carleton Classical Academy brings the back to basics approach of education to the classroom. This school's traditional curriculum and educational atmosphere is founded in the intellectual development and the character formation of the students. WCA knows that teachers are the heart of the school and are surrounded by a support system that is committed to the success of every child.

We will provide students with an orderly and beautiful environment maintained through discipline and strengthened by constant exposure to the wonder and joy of learning.

• An unwavering belief that students need an intentional and consistent focus on virtue.
• A love for children and a strong desire to cultivate the wonder and joy of learning everyday.
• An ability to be a subject‑matter expert, and share your love of the liberal arts tradition.
• An ability to build relationships with students, parents, and colleagues.
• A desire to foster a tight‑knit community in and out of the classroom.

To improve literacy outcomes for students by implementing evidence‑based instructional strategies, providing professional development and coaching to teachers, and collaborating with stakeholders to create a culture of literacy within the school community. This position will support and uphold the mission and vision of the school.

• Accept responsibility for the achievement of students.
• Supports all Read by Grade 3 law initiatives.
• Helps lead and support literacy leadership teams at the school.
• Works with teachers to ensure that evidence‑based reading curriculum resources such as are implemented with fidelity.
• Works with teachers in applying evidence‑based reading strategies in other content areas.
• Supports and provides initial and ongoing professional development that meets the research requirements consistent with the science of reading in the following ways:
• The five reading components (phonemic awareness, phonics, fluency, vocabulary, and comprehension) based on an analysis of the pupil performance data.
• Data analysis.
• Using data to differentiate instruction and utilize intensive intervention, including but not limited to decoding and word recognition.
• Using data diagnostically to adjust intervention instruction and to understand reasons why a pupil may not be responding to intervention instruction as expected.
• Coaches and mentors colleagues.
• Models and coaches on effective instructional strategies in K‑3 classrooms during whole group and small group instruction.
• Works frequently with pupils in whole and small group instruction or tutoring in the context of modeling and coaching in or outside of teachers’ classrooms.
• Uses Science of Reading resources effectively to support learning activities in the classroom, the academy, and the community.
• Facilitates study groups for the teachers as needed.

• Continually increase knowledge base in best practices in reading instruction and intervention.
• Advise in developing school wide and classroom infrastructure to meet the collective and individual needs of pupils using a multi‑tiered system of support (MTSS) framework.
• Uses technology effectively for instruction, record keeping, communication and other tasks.
• Shares responsibility for professional, cooperative staff relations and for out‑of‑class activities important to the operation of the academy.
• Conducts himself or herself according to professional and ethical principles.
• Displays personal qualities, which reflect favorably upon the individual, the group, and the academy.
• Displays pride in being an employee and a member of the academy.
• Works cooperatively with administration and staff and is not asked to perform administrative functions that will confuse the early literacy coach’s role for staff.
• Demonstrates genuine concern for students in a climate characterized by high personal and academic expectations.
• Promotes responsible citizenship through one’s actions as a role model.

• Assumes responsibility for the orderliness of the learning environment and the appropriate and safe use of instructional facilities and equipment.

• Has…