Early Literacy Coach

SUMMARY:

The primary role of an early literacy coach is to positively impact student achievement by providing coaching, training, and support to assigned schools in the implementation of quality curriculum, instruction and assessment. These efforts are intended to support schools as they provide quality Tier One classroom instruction and Tier Two intervention strategies to students.

ESSENTIAL DUTIES AND RESPONSIBILITIES:  

• Work cooperatively with the Deputy Superintendent, Director of Systems Innovation, and other literacy consultants to plan professional learning for teachers, teaching assistants, paraprofessionals and administrators.
• Analyze, interpret and effectively assess strengths and opportunities for growth.
• Establish positive and productive professional relationships with all Agency and local district educators and administrators.
• Effectively communicate in one-to-one situations and in group settings.
• Design and facilitate collaborative, job-embedded, standards-based professional learning opportunities aligned with the Multi-tiered System of Supports (MTSS) model and the GELN Essential Practices.
• Assist in the collection of data, its analysis and its use to inform instructional decisions both in the classroom and at the school level in order to improve student achievement.
• Employ data conferencing with individual teachers/administrators and teams of teachers.
• Support classroom teachers to align instruction with curriculum and the GELN Literacy Essentials and School-wide/Area-wide Practices.
• Provide leadership in the area of instructional best practices.
• Expand teachers’ use of a variety of resources to improve instruction.
• Assist in the development and implementation of formative and summative assessments.
• Provide leadership and assist in the coordination of a variety of programs/services such as summer programs, community trainings, and instructional coaching.
• Manage reporting and evaluation related to the position.
• Model continuous learning and use best practice in educational improvement.
• Provide information to local districts regarding state and federal initiatives and legislation.
• Follow all MDE 35a assurances.
• Perform other duties as assigned.

MINIMUM QUALIFICATIONS: 

• Current Michigan Teaching Certification
• Bachelor’s Degree plus minimum of 5 years classroom experience
• Background in ELA and Reading

PREFERRED QUALIFICATIONS:

• Master’s Degree in literacy or equivalent experience preferred.
• Cognitive Coaching Training and/or Coaching 101; coaching experience and training/experience with the GELN Essential Practices; ability to use observational data and formative assessment process to guide professional learning and coaching
• Demonstrated success with teaching students at-risk in the area of reading; familiarity and success with utilizing formative, screening, and diagnostic tools with students to determine appropriate instruction.
• Ability to utilize technology to enhance professional learning and instructional coaching.
• Ability to utilize data from diagnostic tools to determine additional extra supports needed in order to read at grade level by the end of 3rd grade.
• Experience in secondary education, facilitating adult learners and ability to build relationships.
• Demonstrated ability to schedule limited time and be a self-starter.

OTHER KNOWLEDGE, SKILLS, AND ABILITIES:

• Proficiency in computer/software use including Google Suite, Word, Excel, PowerPoint, Zoom.
• Must demonstrate excellent oral/written communication skills.
• Must effectively orchestrate multiple activities/ simultaneously to accomplish goals and use resources effectively.  
• Must demonstrate a high degree of organization and efficient time management.
• Must successfully adapt/function independently within a variety of school districts.

SPECIAL CONDITIONS:

• Must keep the affairs of Marquette-Alger RESA and LEAs confidential at all times.
• Must exercise confidentiality and sound judgment in dealing with local districts, staff, students, and parents.
• Position routinely requires travel to local school districts in Marquette and Alger counties, as well as possible assignments within other counties in the Upper Peninsula,
• Occasional travel to other areas of the State may be required.

PHYSICAL DEMANDS AND WORK ENVIRONMENT:

• Frequently required to sit, stand, walk, and reach with hands and arms. Must be able to move about a classroom to model instruction and navigate school hallways.
• Manual dexterity sufficient to operate a computer, tablet, and other office machinery (e.g., copier, projector).
• Must be able to exchange accurate information in person, via video conferencing, and over the phone with educators and administrators.
• Required to have close vision, distance vision, and the ability to adjust focus for data analysis and reviewing student work.
• Occasionally required to lift and/or move to 20 pounds (e.g. boxes of books, training materials, or portable technology).
• Must be able to operate a motor vehicle to travel between various sites in Marquette and Alger counties.

TERMS OF EMPLOYMENT: Full time, grant funded position. Must have regular and reliable job attendance, performance, and the physical ability to do the job.

REPORTS TO: Director of Systems Innovation 

COMPENSATION & BENEFITS: According to Marquette-Alger RESA MEA Collective Bargaining Agreement

Marquette-Alger RESA does not discriminate on the basis of race, color, national origin, ethnicity, religion, sex, age, height, weight, familial status, marital status, military service, veteran status, genetic information, disability, or any other legally protected basis, and prohibits unlawful discrimination, including harassment and retaliation, in any education program or activity that it operates, including in admission and employment. Marquette-Alger RESA’s Non-discrimination, Anti-Harassment, and Non-Retaliation Policy, as well as the grievance procedure for reporting concerns or complaints, are available at maresa.org/about-us/notice-of-nondiscrimination/ .