Reading Coach

General Statement of Job

Under limited supervision, the Reading Coach serves as a school-based literacy leader who provides job-embedded professional learning and coaching to teachers. The Reading Coach works collaboratively with teachers and administrators to improve literacy instruction, assessment practices, and student achievement, particularly in reading proficiency. The coach does not function as an administrator or evaluator, but as a collaborative partner focused on continuous improvement of literacy practices.

• Provides job-embedded coaching to teachers through modeling lessons, co-planning, co-teaching, observing instruction, and providing timely, constructive feedback.
• Supports teachers in the implementation of evidence-based literacy instructional practices, including phonological awareness, phonics, fluency, vocabulary, comprehension, and writing.
• Assists teachers with differentiated instruction to meet the needs of diverse learners, including struggling readers, multilingual learners, and students with disabilities.

• Collaborates with teachers and school leadership to analyze multiple sources of literacy data (universal screeners, progress monitoring, diagnostic assessments, classroom assessments).
• Supports teachers in using data to identify student needs, set instructional goals, and monitor progress.
• Guides teachers in aligning instructional decisions to assessment results and literacy goals.

• Designs and facilitates professional learning aligned to the SC Literacy Competencies, Read to Succeed requirements, and district literacy priorities.
• Supports the development and implementation of the school literacy plan in collaboration with administrators and leadership teams.
• Builds teacher capacity by fostering reflective practice and supporting professional growth in literacy instruction.

• Works collaboratively with administrators, instructional support staff, and district personnel to ensure alignment of literacy initiatives.
• Participates in school leadership teams, data meetings, and instructional planning sessions as appropriate.
• Serves as a literacy resource for teachers, providing current research, instructional strategies, and materials.

• Supports implementation of South Carolina Read to Succeed legislation and related literacy initiatives.
• Maintains accurate documentation related to coaching cycles, professional learning activities, and literacy supports as required by the district.
• Assists with preparation of reports, literacy plans, and documentation related to instructional improvement efforts.

• Stays current on literacy research, instructional practices, and assessment trends.
• Participates in district, regional, or state literacy trainings, conferences, and professional learning opportunities.

• Attends meetings, workshops, and conferences as required.
• Performs related duties as required to support school-based literacy improvement.

• Holds a bachelor's degree or higher and the R2S Literacy Coach or R2S Literacy Specialist endorsement; or holds a bachelor's degree or higher and is actively pursuing the R2S Literacy Coach or R2S Literacy Specialist endorsement; or holds a master's degree or higher in reading or a closely related field and is actively pursuing the R2S Literacy Coach or R2S Literacy Specialist endorsement.
• Must have at least five years' experience in reading or an equivalent combination of education, training and experience that provides the required knowledge, skills and abilities will also be considered.

The physical, communication, and cognitive requirements listed in the original job description may remain unchanged, as they are generally standardized HR language. The following emphasis is instructional.

• Strong knowledge of the Science of Reading and evidence-based literacy practices
• Understanding of the SC Literacy Coach MOA and Read to Succeed requirements
• Ability to coach adults using collaborative, non-evaluative practices
• Strong data literacy and instructional decision-making skills
• Excellent communication, facilitation, and interpersonal skills