BASIC FUNCTION & RESPONSIBILITY:

The primary role of the Elementary Literacy Coach is to support the implementation of the District’s Literacy Framework through the consistent and aligned use of the District’s literacy curriculum. To achieve this purpose, the Elementary Literacy Coach will, in collaboration with Campus Leadership and Curriculum and Instruction (C&I) Directors and Specialists:

• Co-facilitate collaborative planning, including unit and lesson internalization and microteaches with teacher teams,
• Monitor the alignment of instruction and assessment to the written curriculum and student outcomes
• Implement the district coaching cycle by observing classroom instruction, modeling lessons with teachers and students, and providing timely verbal and written feedback, and
• Provide targeted professional development to teachers.

ENTRY QUALIFICATIONS:

• Bachelor’s degree from an accredited college or university,
• Valid Texas Teacher Certification, and
• Three years of classroom teaching experience.

PREFERRED QUALIFICATION:

• Master’s degree from an accredited college or university,
• ESL supplement or certification, and
• Experience creating and presenting professional development at the district or campus level.

KNOWLEDGE, SKILLS & ABILITIES:

• Knowledge of science of reading.
• Knowledge of structured literacy.
• Knowledge of Texas Essential Knowledge and Skills (TEKS), English Language Proficiency Standards (ELPS), state assessments including STAAR and TELPAS, and College, Career, and Military Readiness (CCMR) Standards.
• Knowledge of high-quality instructional materials (HQIM), including Amplify Texas.
• Knowledge of curriculum design, implementation, and
• Knowledge of effective instructional strategies including structured academic conversations, vocabulary instruction, higher order thinking questions, and collaborative learning structures.
• Knowledge of classroom management
• Knowledge and understanding of the complexities of building collaborative structures in educational
• Skill in using technology as a learning tool in all content
• Skill in analyzing and reflecting on student data, including work samples, to improve instructional
• Ability to engage others in collective inquiry and problem-solving.
• Ability to communicate effectively with various stakeholders in groups of various

CHARACTERISTIC DUTIES & RESPONSIBILITIES: The essential functions, pursuant to the Americans with Disabilities Act, may include the characteristic duties, responsibilities, knowledge, skills, and abilities noted herein; however, this is not a comprehensive listing of all functions and tasks performed by positions found in this job description.

Support Classroom Instruction and Curriculum Implementation Through Coaching Cycles and Feedback

(60-70% of Time)

• Collaborate with Campus Administrator, Reading Language Arts and Social Studies (RLA/SS) Specialist(s), and C&I Director to ensure implementation with fidelity of the Bastrop Literacy Framework and Curriculum across assigned grades.
• Conduct weekly instructional walks, at times in collaboration with Campus and/or C&I Leadership, using designated form to look for curriculum implementation targets and instructional best practices.
• Implement District’s coaching cycle by collaborating with Campus Principal and Curriculum and Instruction staff to identify teachers who seek out or need instructional guidance to
  • Model and co-teach lessons,
  • Observe classroom instruction, and
  • Provide timely feedback.
• Set student-centered goals with teachers for coaching cycles, using appropriate data as a tool.
• Model and co-teach lessons from the District Literacy Curriculum using BISD’s priority instructional practices to positively affect student achievement.
• Conduct coaching conferences throughout the cycle using appropriate communication and questioning strategies.
• Provide verbal and written feedback from RLA and SS walkthroughs using appropriate communication strategies.
• Assist and support written curriculum development, including vertical alignment, as assigned.

Facilitate Collaborative Planning with Teacher Teams

(15-20% of Time)

• Facilitate collaborative planning meetings using District unit and lesson internalization protocols and micro-teach guidelines.
• Collaborate with the RLA Specialist and RLA teachers on internalization, preparation, and lesson delivery of the District’s curriculum.
• Determine District Literacy Framework and Curriculum implementation needs and provide suggestions to Campus and District Leadership.
• Support social studies teacher teams in incorporating reading complex, content texts and evidenced-based writing into instruction and student product on a regular basis.
• Assist teacher teams with understanding the rigor and depth of lesson objectives and student outcomes.
• Support and assist teacher teams with implementing and analyzing curriculum-based and district assessments.
• Assist principal and teachers in disaggregating and analyzing student achievement data, including student work, to reflect on student growth and to determine appropriate instructional adjustments.
• Monitor and review, proactively, campus-level student achievement data and use findings to make recommendations regarding campus goals and appropriate responses to data.
• Assist principal and teacher teams in identifying students in need of literacy targeted support, determining grouping, and scheduling appropriate interventions and responsive action.

Professional Learning (15-20% of Time)

• Work with the campus leadership to create a culture of professional learning in order to meet the needs of all students.
• Present and/or facilitate professional development in large and small group settings according to campus needs, including, but not limited to:
  • Curriculum planning and implementation,
  • Priority instructional strategies,
  • Differentiation for student needs,
  • Assessments, and
  • New teacher support.
• Attend all District coaching meetings and utilize information to provide campus support on how to implement the BISD Literacy Framework and Curriculum.
• Actively pursue professional growth by attending appropriate conferences and professional learning activities.

Communication and Organization Morale

• Build and maintain relationships with adults that lead to positive change in instructional practices and student achievement.
• Establish a regular meeting cycle with Campus Principal to discuss campus RLA curriculum and instruction needs and share and receive information from respective district meetings.
• Communicate effectively and in a timely and positive manner with campus and district leadership.
• Utilize social media appropriately to expand the professional learning community.
• Communicate and collaborate with campus/department staff to enhance service delivery, program development, and customer satisfaction.
• Demonstrate and use ethical practices in professional development and supporting educator effectiveness.

Management of Administrative, Fiscal and/or Facilities Functions:

• Compile and maintain records of instructional materials and supplies.
• Coordinate departmental activities with other District offices and administrators and provide assistance to requesting departments.
• Follow District and department policies and procedures.
• Serve as a resource for teachers and administrators when selecting social studies instructional materials and programs.

Organization Improvement:

• Analyze critical needs in assigned areas and work collaboratively to implement and improve

School/Community Relations:

• Interface with governmental agencies, business, and civic organizations, and the community to provide needed information and to promote the District’s

Other Responsibilities (5-10% of Time):

• Comply with policies established by federal and state law, including but not limited to State Board of Education and local Board policy.
• Support the administration of both local and state assessment programs in accordance to local, state, and federal guidelines
• Perform other job-related duties as assigned by assigned Curriculum and Instruction Director in coordination and collaboration with Campus Principal.

SUPERVISION EXERCISED: None.

PHYSICAL & MENTAL DEMANDS:

• Maintain emotional control under
• Work with frequent interruptions.
• Travel district wide
• Sit for extended periods of
• Use computer for prolonged period resulting in repetitive hand
• Lift and/or carry up to 20
• Move small stacks of textbooks, media equipment, desks, and other classroom

ENVIRONMENTAL FACTORS:

• Work is normally performed in a typical interior office work environment with little or no exposure to physical