Instructional Literacy Coach

Instructional Literacy Coach Primary Purpose: Support the implementation of high-quality literacy instruction through instructional coaching, professional learning, curriculum support, and data-driven decision-making. Collaborate with campus and district staff to strengthen teacher effectiveness, improve instructional practices, and increase student achievement in reading and writing using evidence-based literacy practices and district instructional priorities. Qualifications Valid Texas Teaching Certificate ELAR certification required ESL certification required BIL certification preferred Special Knowledge/Skills Ability to work effectively with principals, teachers, and students Knowledge of TEKS, ELPS, state assessments, and instructional best practices Knowledge of adolescent literacy, reading comprehension, writing instruction, and academic discourse strategies Ability to lead Professional Learning Communities Ability to coach teachers in classroom settings including observations with formative feedback Ability to utilize formal and informal data to inform instruction Ability to support others in the implementation of the district curriculum, effective teaching strategies, and other best practices in language arts Fluent in English and Spanish preferred but not required Experience Minimum of five years of teaching experience preferred Successful implementation of the district's language arts curriculum, instructional coaching, and professional learning preferred Major Responsibilities and Duties Provide instructional coaching and job-embedded support to teachers to strengthen literacy instruction and improve student achievement. Facilitate Professional Learning Communities (PLCs) focused on curriculum implementation, instructional planning, assessment practices, and student learning outcomes. Collaborate with campus administrators, teachers, and district staff to support district instructional priorities and continuous improvement efforts. Analyze state, district, campus, and student achievement data to identify instructional needs and support data-driven decision‑making. Design, coordinate, and deliver professional development aligned to district initiatives, evidence-based literacy practices, and campus needs. Model effective literacy instruction and research-based teaching practices in classroom settings. Support teachers in implementing TEKS- and ELPS-aligned curriculum, instructional resources, and effective literacy practices. Provide formative feedback to teachers through classroom observations, coaching cycles, co-planning, co-teaching, and reflective conversations. Collaborate with teachers to develop and implement instructional strategies that address the diverse academic and linguistic needs of students, including Emergent Bilingual students. Support the implementation of district literacy initiatives, instructional frameworks, and assessment practices. Support in working directly with students through demonstration lessons, small-group instruction, intervention support, and supplemental learning opportunities to strengthen literacy skills and improve achievement. Assist campuses in monitoring student progress and identifying instructional adjustments needed to support learning outcomes. Support the development and implementation of campus action plans related to literacy achievement and instructional improvement. Collaborate with district departments to ensure alignment and consistency of instructional practices, curriculum, and resources across campuses. Maintain documentation and records related to curriculum implementation, professional learning, coaching activities, instructional support, and student achievement initiatives. Participate in campus and district meetings, committees, and planning sessions related to curriculum, instruction, assessment, and school improvement. Stay current on literacy research, instructional best practices, state requirements, and emerging trends in education and support their implementation across the district. Build teacher capacity through coaching cycles, mentoring, collaborative planning, and ongoing professional support. Foster positive relationships with students, staff, families, and community stakeholders to support student success. Perform other duties as assigned. Supervisory Responsibilities N/A Working Conditions Tools/Equipment Used: Personal computer and peripherals; standard instructional equipment Posture: Prolonged standing; frequent kneeling/squatting, bending/stooping, pushing/pulling, and twisting Motion: Frequent walking Lifting: Moderate lifting and carrying (up to 30 pounds) Environment: Work inside, may work outside; regular exposure to noise Mental Demands: Maintain emotional control under stress; work prolonged or irregular hours; ability to communicate effectively and analyze data; district-wide and statewide travel; occasional prolonged and irregular hours; physical demands of preparing for professional development sessions #J-18808-Ljbffr Carrollton Farmers Branch Independent School District