Instructional Support Teacher - Literacy Coach

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Close Date (11:59 p.m. Central)

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Description

REPORTS TO: Building Principal
JOB GOALS: Provide leadership and expertise to improve student performance by increasing the capacity of classroom teachers to provide high
quality, differentiated literacy instruction.

QUALIFICATIONS:
1. Wisconsin Teacher Certification to teach one or more of the grade levels and content areas grades K-5, 316 and 317 license required.
2. Three years of classroom teaching experience.
3. Demonstrated expertise in the area of literacy.
4. Demonstrated expertise in research based "best" instructional practices in literacy.
5. Demonstrated expertise in strategies for differentiating classroom instruction in the regular classroom to meet the diverse learning needs of all students including students designated GT, ELL, and Special Education in the area of literacy.
6. Demonstrated expertise in curriculum design, development, and implementation.
7. Demonstrated expertise in the strategies, processes, implementation, and facilitation of educator professional development.
8. Strong and effective leadership skills.
9. Work collaboratively and effectively with other professionals.

ESSENTIAL JOB FUNCTIONS:
1. Engage in student -centered coaching cycles using the results based coaching tool to impact student and teacher learning.
2. Train, model, and coach for effective and efficient formative and summative assessment practices.

• Facilitate monthly literacy meetings with grade level teams to analyze formative student data and plan instructional next steps.

3. Work cooperatively with principals, professional staff, paraprofessional staff and Central Office administrators to lead, coordinate and facilitate the development and implementation of effective literacy curriculum and research based instructional and intervention practices in literacy at the district, school, and classroom level.
4. Research, identify and facilitate the dissemination and implementation of innovative and effective ideas, processes, and instructional practices in literacy that result in enhanced learning and achievement for all students in the regular classroom.
5. Assist classroom teachers in providing appropriate interventions within the classroom.
6. Provide advocacy, expertise, and leadership in literacy for the following:

• Implementation of the district vision of student centered learning and the assessment of that learning.
• Implementation of the district vision of standards-based learning and its components centering on success for all students, academic standards and effective learning expectations, assessment, curriculum, instruction, technology, grading and reporting, and staff development and the policies that support them.
• Ongoing development, revision and implementation of academic standards and grade level benchmarks.
• Curriculum, instruction and research based “best” practices aligned with district standards, grade level benchmarks, and assessments.
• Development and implementation of content area and grade level balanced assessment and intervention processes.
• Selection of supplementary instructional materials and software that align to district academic standards, grade level benchmarks, district adopted instructional materials, support research based effective instructional practices, and promote the enhanced student learning and achievement of all students toward reaching proficiency on district academic standards and grade level benchmarks.
• Participate in Care Team and IEP meetings when necessary.
• New teacher onboarding

7. Work cooperatively with district administrators, principals, and teachers to maintain consistency and continuity of district academic standards, grade level benchmarks, assessment, curriculum, instruction, grading and reporting, board and administrative policies, and district wide initiatives.
8. Coordinate meetings to maintain curricular and instructional continuity and consistency among schools and teachers.
9. Provide leadership and coordination to develop, support, and implement district and school, data-driven academic performance improvement goals and school improvement plans.
10. Attend and participate in any elementary literacy meetings called by Central Office personnel.
11. Work with the Director of Teaching and Learning and the Director of Literacy to assist in the identification of district and school professional development needs, and to plan and implement ongoing, meaningful professional development opportunities that support and improve student learning.
12. Perform other duties as may be assigned.

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