To perform this job successfully, an individual must be able to perform the essential job functions satisfactorily. Reasonable accommodations may be made to enable individuals with disabilities to perform the primary job functions herein described. Since every duty associated with this position may not be described herein, employees may be required to perform duties not specifically spelled out in the job description, but which may be reasonably considered to be incidental in the performing of their duties just as though they were written out in this job description.

GRPS MISSION: Our mission is to ensure that all scholars are educated, self-directed and productive members of society.

LITERACY COACH

Department: Instruction       

Bargaining Unit:Grand Rapids Education Association (GREA)

Salary:Determined by the collective bargaining agreement and a comprehensive benefits package

JOB SUMMARY

To support teachers’ learning in K-12 buildings, Literacy Coaches will be utilized to assist in successfully implementing best practices as identified in their Reform & Redesign Plans.  Literacy Coaches will provide leadership for teachers by planning, collaborating, organizing, modeling, and facilitating change to improve the instructional program.    Literacy Coaches will provide job-embedded support to ensure literacy instruction is data-informed and scholar-centered. The Literacy Coaches will accomplish this by collaborating with teachers, engaging in practices such as co-teaching, co-planning, modeling, reflective conversations, and data chats with teachers to build teacher and school capacity to improve scholar achievement for all.

ESSENTIAL JOB FUNCTIONS

Essential functions under the Americans with Disabilities Act may include any of the following duties, knowledge, and skills. This list is illustrative only and is not a comprehensive listing of all functions and duties performed by employees in this position. Regular on time and in person attendance is an essential function of this job. Other essential functions may include, but are not limited to the following:

• Facilitate Professional Learning Community (PLC) Meetings around literacy practices and concepts. Support and ensure follow through of practices discussed and examined during PLCs.   This could be done with the whole building, grade-levels or with individual teachers.  The Coach will be responsible to co-create the agenda, lead the PLC, and ensure that all participants sign-in, and that minutes/notes are taken.  The Coach will ensure that copies of all these documents are given to the Administrator.
• Collect, disaggregate, and analyze data to assist principals and teachers in its interpretation to measure and improve scholar achievement and/or program effectiveness because of improved instructional practice.
• Provide knowledge of appropriate instructional practices and strategies as they relate to the literacy strands, content, materials, and resources for Literacy.
• Assist the building Administrator in the delivery of district and school-based professional learning as it pertains to literacy practices and content; the Reform & Redesign Plan; and School Improvement Plan.
• Meet weekly with the building Administrator to determine teachers in need of coaching and assistance.
• Co-develop and model content specific lessons for teachers who need additional support.
• Participate in professional learning to strengthen their coaching skills and the ability to assist and improve teaching practices.
• Help facilitate and participate in the building’s Learning Walks and Instructional Rounds.
• Be provided time to plan for coaching session and/or lessons intended to be modeled in classrooms.
• Assist teachers with the development and implementation of strategies identified in their Reform & Redesign Plan and School Improvement Plan to build capacity for independent execution.
• Submit a weekly log of work they expect to complete the following week. Submitted the Friday of each week.  Copies will be sent to the building administrator and designated District personnel. 
• Maintain a detailed log of work completed during the week. Organize all materials and logs in a location easily accessible by building administration and District personnel.
• Participate in and attend professional learning opportunities approved by the administer.

QUALIFICATIONS

Education and Experience:

• Must have Michigan Teacher Certification in elementary or secondary education (6-12) for assigned content area.
• Must have completed 5 years of successful teaching experiences.
• Must have an effective or highly effective evaluation rating.
• Must have completed or is willing to complete professional learning addressing the following:
• Must have completed or is willing to complete professional learning addressing the following: coaching practices, adult learning practices, understanding the standards, assessment literacy, backwards mapping from the standard and assessment literacy, Professional Learning Communities, differentiated instruction, observation protocols and have knowledge with programs such as Word, Power Point and Excel

Knowledge, Skills, and Abilities:

• Exhibits specialized knowledge of scientifically based reading research, evidence-based best practices, English Language Arts standards, and how to work with educators as adult learners.
• Demonstrate specialized expertise in high-quality reading instructional pedagogy and andragogy.

• Experience and success collaborating with colleagues and school administrator.
• Experience and success planning and evaluating the impact of professional development.
• Experience and success facilitating adult learning. 
• Experience and success using technology to advance learning.
• Experience and success using standards based instructional strategies relevant to the content areas to engage scholars in active learning to build understanding.
• Experience and success with identifying and using multiple assessment tools aligned to the standards and used to diagnose deficiencies.
• Demonstrated understanding of how to create and implement literacy lessons.
• Demonstrated ability to relate with scholars, teachers, parents, and the public.
• Respect the confidentiality of all stakeholders. 
• Demonstrated understanding of using assessment data to drive teaching practices and scholar learning objectives.
• Demonstrated understanding of the use of Syllabi/pacing guides in math for the purposes of re-teaching and re-assessing.
• Demonstrated effective teaching skills as measured by the percentage of scholars scoring proficient based on state and local assessments or, for individuals without prior teaching experience, a learning portfolio that demonstrates scholar progress in the core academic areas of math and writing.

ADA REQUIREMENTS

The physical demands, work environment factors, and mental functions described below 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.

PHYSICAL DEMANDS

While performing the duties of this job, the employee is required to stand, walk, sit, use hands to finger, handle, or feel, reach with hands and arms, climb or balance, stoop, kneel, crouch, or crawl, talk, and hear (in a quiet or noisy environment). The employee must occasionally lift and/or move up to 40 pounds. Specific vision abilities required by this job include close vision, distance vision and ability to adjust/focus.

WORK ENVIRONMENT

The noise level in the work environment is usually moderate. Work is performed indoors although there will be required outdoor activities. The employee is directly responsible for the safety, well-being, and work output of scholars.

MENTAL FUNCTIONS

While performing the duties of this job, the employee is required to compare, analyze, communicate both orally and in writing, copy, coordinate, instruct, compute, synthesize, evaluate, use interpersonal skills, compile, and negotiate.

Non-Discrimination

The Grand Rapids Public Schools will not discriminate against any person based on race, sex, sexual orientation, gender, gender identity and expression, height, weight, color, religion, national origin, age, marital status, pregnancy, disability, veteran, or military status.

Americans with Disabilities Act accommodations: Assistance with the application process may be requested through the Human Resources Department at (616) 819-2022 or humanresources@grps.org.