Job Description

JOB PURPOSE: To help students develop proficient reading skills that will contribute to their academic growth and assure all students are reading by grade 3 and show proficiency in Math.

Role: * Whole faculty development in school \xe2\x80\x93 present best practices, instructional strategies

• Small group professional development \xe2\x80\x93 book groups, review of research
• Planning needs-based instruction with teachers
• Modeling lessons while teachers observe
• Coaching \xe2\x80\x93 looking at student work, scoring protocols, reflecting post-observation
• Data reporting and analysis
• Knowledge building \xe2\x80\x93 reading research, reviewing curriculum
• Observing teachers

QUALIFICATIONS: * Must possess Minimum a Bachelor\xe2\x80\x99s degree and type A certification. Preferred endorsement in Reading and or Math K-12 but not required.

• State of Alaska teaching endorsement.

Duties, Responsibilities and Accountabilities
The Literacy Coach is responsible for the following:

• Assess the literacy needs of the school by reviewing student data curricular goals, student characteristics, instructional practice strengths and areas of improvement, and learning about the needs of the staff.
• Facilitate small and large group discussions about instructional practices and how they impact student learning. (PLC) or small groups.
• Conduct ongoing evaluations of literacy improvement action and communicate the results to teachers and administrators.
• Meet with school leadership frequently to discuss goals, progress, and areas in need of improvement.
• Work with support staff (Paras) and school administrators to facilitate the coordination of Reading and Math with curriculum materials and alignment with Alaska State Standards.
• Familiar with the RTI process and Tiered Instruction.
• Work with classroom teacher to monitor progress
• Teach remedial reading as needed and as determined by the building principal or district supervisor.

Literacy Coaches are Skillful Job-Embedded Coaches who:

• Support teachers as they choose curriculum materials and instructional strategies to meet the needs of all students.
• Link teachers to the most current research in the field of literacy.
• Model lessons while teacher actively observes. Reflect with teacher after the model lesson. This is not time for teachers to grade papers.
• Observe and provide feedback to teachers about their instruction in a non-evaluative manner.
• Reflect with teacher on the observed lesson, linking comments to the needs assessment of the school.

Standard 3: Literacy Coaches are Skillful Evaluators of Literacy Needs who:

• Help to set schedules to administer and analyze student assessments. Is present during the analysis of data in order to ensure that the assessments inform teacher instruction.
• Conduct regular meetings with teachers to examine student work and standardize the scoring of writing.
• Assist the school test coordinator during testing and assure the scores are recorded in Student Management System (SMS)
• Work with Director of Technology to ensure proficient administration of state testing and recording of student testing data into the SMS.

Standard 4: Skillful Instructional Strategists who:

• Familiar with Alaska state standards, Danielson educator evaluation protocols, and current research on best practice.
• Strong subject matter knowledge in the three genres of writing, the writing process, the technical nature of vocabulary, reading comprehension strategies, text structure, language conventions and sentence structure, and critical thinking skills.
• Ability to assure implementation of the Saxon Math program and Houghton Mifflin Reading.
• Serve on the school Leadership Team to assist in the development of school level and district level improvement planning.
• Attend state trainings as appropriate.
• Participate in the planning and delivery of In-Service Meetings for Professional Development.

Education and/or Experience: BA or higher in Elementary

Language Skills: Ability to read and interpret documents such as operating and maintenance instructions, and complex, technical procedure manuals. Ability to write routine reports and correspondence. Ability to speak effectively before supervisors and district employees. Ability to speak Yupik preferred.

Mathematical Skills: Ability to calculate figures and amounts such as salaries, rents, and pet deposits..

Reasoning Ability: Ability to apply common sense understanding to carry out instructions furnished in written, oral or diagram form. Ability to deal with problems involving several concrete variables in standardized situations.

Computer Skills and Abilities: Requires knowledge and ability to operate a variety of software on computers. Working knowledge of Microsoft Word and Excel required.

Other Skills and Abilities: Ability to develop effective working relationships with Board of Education, superintendent, staff and community. Ability to communicate clearly and concisely, both orally and in writing. Ability to perform duties with awareness of all district requirements and Board of Education policies. Ability to work in a cross-cultural environment.

Physical Demands: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing this job, the employee is regularly required to sit and talk or hear. The employee is occasionally required to stand; walk; operate a computer; and reach with hands and arms. This position frequently requires non-stop typing on the computer. This position requires the individual to meet deadlines with severe time constraints and to interact with the public and other workers. The employee must occasionally lift and/or move up to 30 pounds, such as tables, office and meeting supplies. This position occasionally requires employee to work extended or irregular hours Specific vision abilities required by this job include close vision and depth perception. Some travel is required as part of the job. Employee must hold current Alaska Driver\xe2\x80\x99s license and be able to drive.

The statements contained herein reflect general details as necessary to describe the principal functions of this job, the level of knowledge and skill typically required, and the scope of responsibility, but should not be considered an all-inclusive listing of work requirements. Individuals may perform other duties as assigned including work in other functional areas to cover absences or relief, to equalize peak work periods, or otherwise to balance the workload.

Note: title Ii of the Genetic Information Nondiscrimination Act (GINA) of 2008, which became effective November 21, 2009, protects applicants and employees from employment discrimination based on genetic information. Employers are prohibited from discriminating in hiring, promotion, discharge, pay, fringe benefits, job training, classification, referral, and other aspects of employment. GINA also restricts employers\xe2\x80\x99 acquisition of genetic information and strictly limits disclosure of genetic information. Genetic information includes information about genetic tests of applicants, employees or their family members, the manifestation of diseases or disorders in family members (family medical history), and requests for or receipt of genetic services by applicants, employees, or their family members.

The district and its employees shall not unlawfully discriminate against or harass employees or job applicants on the basis of sex, race, color, religion, national origin, ancestry, age, marital status, changes in marital status, pregnancy, parenthood, physical or mental disability, Vietnam era veteran status, genetic information, or good faith reporting to the board on a matter of public concern.

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Alaska Teacher Placement