Title I - Instructional Literacy Coach

Title I - Instructional Literacy Coach

Support Title I campuses in improving student achievement in literacy through job-embedded coaching, professional learning, data-driven instructional support, and implementation of evidence-based literacy practices. Collaborate with campus and district staff to strengthen Tier I instruction, intervention systems, and literacy achievement for students who are at risk of not meeting state academic standards.

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 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:

1. Provide instructional coaching and job-embedded support to teachers to strengthen literacy instruction and improve student achievement in Title I schools.
2. Facilitate Professional Learning Communities (PLCs) focused on student achievement data, instructional planning, literacy instruction, and intervention strategies to support students who are at risk of not meeting state standards.
3. Collaborate with campus administrators, teachers, and district staff to support school improvement efforts and the implementation of Title I initiatives.
4. Analyze state, district, campus, and student achievement data to identify instructional needs, monitor progress, and support data-driven decision-making.
5. Design, coordinate, and deliver professional development aligned to evidence-based literacy practices, district priorities, and Title I program goals.
6. Model effective literacy instruction, intervention strategies, and differentiated instructional practices that support diverse student populations, including Emergent Bilingual students.
7. Support teachers in implementing TEKS-aligned curriculum, high-yield instructional strategies, formative assessment practices, and literacy interventions.
8. Assist teachers and campus staff in identifying and implementing targeted instructional supports and intervention plans for students demonstrating academic need.
9. Support the implementation and monitoring of Multi-Tiered Systems of Support (MTSS) and other intervention frameworks designed to improve literacy outcomes.
10. Collaborate with campus and district staff to ensure alignment of literacy initiatives, instructional resources, and federal program requirements.
11. Participate in campus and district meetings and assist with monitoring and maintaining documentation and records related to curriculum, instruction, assessment, intervention, and Title I initiatives.
12. Support the evaluation of literacy programs, instructional practices, and intervention efforts through ongoing analysis of student performance data.
13. Maintain coaching logs, professional development records, and other documentation required to support Title I program implementation and compliance.
14. Build teacher capacity through coaching cycles, classroom observations, co-planning, co-teaching, and reflective feedback conversations.
15. Provide supplemental instructional support to individual students and/or small groups through intervention, demonstration lessons, and targeted literacy instruction to accelerate learning and improve academic achievement for students identified as at risk of not meeting state standards.
16. Perform other duties as assigned consistent with the objectives and requirements of Title I, Part A programs.

Supervisory Responsibilities: N/A

Working Conditions:

• Mental Demands/Physical Demands/Environmental Factors:
• 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 (verbal and written); interpret policy, procedures, and data; analyze data; implement policy and procedure; coordinate district functions. District-wide and statewide travel. Occasional prolonged and irregular hours. Physical demands of preparing for professional development sessions.
• Other: Follow district safety protocols and emergency procedures; Other duties as assigned