Job Title: Literacy Instructional Coach

 

Reports To: HPS Assistant Superintendent of Instructional Services

 

Location: District-wide, primarily focused on two elementary schools and 

the Livingston ESA literacy coaches network

 

FLSA Status: Exempt

 

Union Affiliation: Non-affiliated

 

At Howell Public Schools, we believe in empowering students to be successful citizens and empowering our staff in their professional growth. We invite you to join our team in supporting the growth of the whole student to become Future Ready, based on the Portrait of a Highlander.

 

Coaching in Howell strives to improve student learning by collaborating in a process of reflection and growth, through a strengths-based, positive approach that celebrates success.

 

ESSENTIAL DUTIES AND RESPONSIBILITIES: 

• Coaching:
• Engages in coaching cycles with instructional staff at two elementary schools
• Models best practices in classroom teaching
• Collaborates via guiding questions and formative feedback to empower staff reflection and growth
• Demonstrates a commitment to a personal growth mindset and improving one’s own professional skills
• Instructional Services:
• Literacy: Develops and provides the team with expertise in the Essential Instructional Practices for Literacy and all aspects of Balanced Literacy
• Implements and supports the team’s district-wide implementation of Literacy Essentials and Balanced Literacy under the leadership of the Elementary Instructional Coaching Coordinator
• Participates in the team’s district-wide support of instruction, curriculum, and assessment
• Livingston ESA Coaches Network:
• Attend the K-3 Essential Instructional Practices Institute, Literacy Coaching Network professional learning opportunities, Coaching Intensives, quarterly meetings and monthly meetings to support their learning around the Essentials (Approximately 15 days)
• Use the Coaching Modules and the Essential Practices in Early Literacy: K-3 Modules to support their learning around the Essentials
• Assessment Literacy
• Supports the effective implementation of professional learning
• Maintains regular in-person attendance.
• Other duties as assigned. 

QUALIFICATION REQUIREMENTS

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily.  The requirements listed below are representative of the knowledge, skill and/or ability required.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

 

EDUCATION AND EXPERIENCE:

• Bachelor’s degree in education or related field required.
• Possession of a valid Michigan teaching certificate required.
• Five (5) years total of successful teaching or instructional coaching experience.
• Demonstration of leadership ability in past teaching, administrative assignments and/or building/District level committee work.

PREFERRED EXPERIENCE AND TRAINING:

• Master’s degree in education or related field, or advanced coursework in reading, or professional learning in evidence-based literacy instructional strategies.
• Knowledge of current state literacy standards for pupils in grade K-3, scientifically based reading research, quality reading instruction, and infusing reading strategies into content-area instruction.
• Experience with the implementation of MTSS and the use of formative assessment to determine supports and interventions.
• Strong knowledge base in working with adults and experience in a collaborative model (vs expert model) of supporting the professional growth of other teachers.
• Training in research-based instructional coaching practices such as  Coaching 101, Cognitive Coaching, Essential Coaching Practices for Early Literacy, Critical Friends Group, etc.
• Experience facilitating professional development sessions for teachers at the district or building level.

LEADERSHIP:

• Demonstrates leadership in the ability to communicate a clear vision and to work cooperatively with others to attain the vision.
• Demonstrates a willingness to take professional risks to improve opportunities for students.
• Demonstrates a willingness to advance learning through professional development opportunities.

LANGUAGE SKILLS:

• Ability to effectively present information and respond to questions from administrators, students, staff, parents and the general public consistent with the duties of this position.
• Ability to read and interpret documents such as grants, journal articles, governmental forms and handbooks and is able to follow instructions.
• Superior ability to express oneself clearly; both orally and in writing.
• Excellent grammar, spelling, and punctuation skills.

MATHEMATICAL SKILLS:

• Ability to add, subtract, multiply, and divide in all units of measure consistent with the duties of this position.
• Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations consistent with the duties of this position.

REASONING ABILITY:

• Ability to solve complex problems and deal with variables in situations where only limited standardization exists.
• Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form consistent with the duties of this position.
• Exhibit high level of professionalism with the ability to handle confidential information, use good judgment, plan and handle complex projects, and maintain a flexible attitude.
• Ability to work well under pressure.
• Ability to see tasks through to successful conclusion.

INTERPERSONAL SKILLS:

• Possess excellent communication skills with a client-centered focus.
• Ability to build rapport with others and to serve diverse population.
• Ability to work with individuals and groups of students to support academics and behavior management.
• Ability to establish and maintain effective working relationships with students, parents, staff members, and the school community.
• Ability to take the initiative, work well with others as a collaborative team member, and exhibit good communication skills.
• Excellent interpersonal skills with ability to effectively communicate, speak clearly, and communicate thoughts succinctly. 

KNOWLEDGE AND SKILLS:

• Strong understanding of using data to maximize student learning, prioritize needs, and assess programs.
• Knowledge of Michigan Department of Education rules and regulations pertaining to the discipline of general education and special education students, including appropriate timelines required for action.
• Ability to perform duties with awareness of all District requirements and Board policies.
• Professional demeanor in appearance and behavior.
• Ability to react well under pressure, handle and balance multiple demands at one time, work with frequent interruptions and perform duties and tasks at expected levels of professionalism with minimal supervision.
• Ability to learn new skills, flexibility and willingness to perform a variety of tasks.
• Proficient in problem solving skills.
• Accurate and detail oriented.
• Ability to work well with others including administrative and support staff team, and follow written and oral directions.
• Ability to work without direct supervision. 

TECHNICAL SKILLS: 

• Ability to use both personal computer (PC) and Macintosh platform devices and applications in a networked environment.  
• Strong knowledge of productivity applications such as Microsoft Office (word processing, spreadsheets, database and presentation software), Google platform applications (Classroom, Docs, Sheets) and others are required.
• Ability to create documents that are well organized and display information that is logical and graphically appealing.
• Ability to multitask and meet deadlines.
• Ability to organize, prioritize, and work independently, as well as cooperatively with diverse groups.
• Attention to detail and ability to edit documents to ensure error free communication.
• Excellent organizational skills.

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 the duties of this job, the employee is frequently required to stoop, reach, stand, walk, lift, pull, push, grasp, talk, hear, see, and use repetitive motions.  While performing the duties of this job, the employee may frequently lift and/or move at least twenty-five (25) pounds of materials.  Specific vision abilities required by this job include close vision such as to read handwritten or typed material, and the ability to adjust focus. The position requires the individual to meet multiple demands from several people and interact with the public/staff/students.

 

ENVIRONMENTAL ADAPTABILITY

The work environment characteristics described herein are representative of those an employee encounters while performing the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.  

 

The noise level in the work environment is quiet to loud depending upon the activity in the particular part of the day.  Occasionally, the employee may be required to be outdoors for a short period of time, and therefore subject to varying weather conditions, for purposes of accomplishing the essential functions of this job.

 

FUNCTIONS OF POSITION DESCRIPTION

This position description has been prepared to define the general duties of the position, provide examples of work, and to detail the required knowledge, skills, and ability as well as the acceptable experience and training for the position.  The description is not intended to limit or modify the right of any supervisor to assign, direct, and control the duties of employees under supervision.  Howell Public Schools retain and reserve any and all rights to change, modify, amend, add to, or delete from any portion of this description in its sole judgment at any time.

 

This position description is not a contract for employment.

 

The employee shall remain free of any alcohol or non-prescribed controlled substances in the workplace throughout his/her employment in the District.

 

The Howell Public Schools is an equal opportunity employer, in compliance with the Americans with Disabilities Act.  The District will provide reasonable accommodations to qualified individuals with disabilities and encourages both prospective and current employees to discuss potential accommodations with the employer.

 

The Howell Public Schools do not discriminate on the basis of race, color, religion, national origin, sex, disability, age, height, weight, familial status, marital status, genetic information or any legally protected characteristic, in its programs and activities, including employment opportunities.