JOB SUMMARY:  The Literacy Coach for Secondary Education’s purpose is to assist in the delivery of the secondary literacy program. This includes, but is not limited to,  improving student outcomes through collaboration with district and school leadership, working directly with students, data-driven decision making, coaching and professional development of teachers on evidence-based programs and instructional strategies, and effective communication with the school community.

QUALIFICATIONS:

• At least five (5) years of successful teaching experience.
• Eligible for a Maryland Advanced Professional Teacher Certification in an appropriate teaching field; a Master’s Degree in reading or a related field is preferred
• Must hold or be pursuing National Board Certification in a related content.
• Experience as a trainer for staff development to teachers with proven knowledge of current research and best practices in secondary literacy instruction, including disciplinary literacy.
• Knowledge of current research and best practices in the Science of Reading.
• Demonstrates initiative and leadership in the teaching of English, including knowledge of current standards, methodologies, and instructional interventions.
• Proficient in maintaining academic records of students.
• Proficient technology skills including those needed for presentations, data analysis, and reporting.
• Demonstrates effective interpersonal communication skills.

ESSENTIAL FUNCTIONS:

• Provide coaching services during the school day in literacy to secondary teachers, including but not limited to co-planning, modeling of lessons or strategies, co-teaching and reviewing student work.
• Provide targeted instruction to students to impact student achievement.
• Plan and provide high-quality staff development as outlined in the Maryland Professional Development Standards and provide written records of the same.
• Assist in the development and implementation of a standards-driven literacy program (curriculum, materials, and assessments).
• Provide instructional leadership to teacher teams during district-wide and school-based meetings.
• Collect, interpret, and utilize formative and summative assessment data as part of a school leadership team to monitor progress toward school improvement goals.
• Utilize available data to monitor the growth of all students on district and state assessments and to monitor student fulfillment of assessment requirements for graduation.
• Collaborate to monitor tiered supports, including reading intervention programs, in coordination with Reading Intervention Teacher(s), administration, and the appropriate Supervisor.  Responsibilities include, but are not limited to, teaching interventions, scheduling interventions, maintaining and securing materials, monitoring implementation and teacher paperwork, classroom coaching, as well as school and county leadership with intervention training.
• Be available to students and parents for education-related purposes outside the instructional day (e.g. after-school programs, literacy nights) when required or requested to do so under reasonable terms.
• Consistently exhibit a positive attitude, a sense of efficacy, and a commitment to Caroline County Public Schools when collaborating within and outside of the school community.
• Perform other duties as required by the Supervisor/Principal.