PRIMARY FUNCTION: The Literacy Instructional Coach’s primary role is to work with teachers to support best practices in using data, provide analysis of school-wide trends in instruction, and make recommendations about potential next steps to address areas of need in grades K-3. As an advisor to teachers and the leadership team, the Early Literacy Instructional Coach is responsible for four main areas: a) observing instructional delivery and providing feedback to enhance and support the development of each teacher's content area b) supporting teachers in the design of units and lessons for the development of their year-long curriculum, c) analyzing data in order to modify curriculum and forms of assessment to meet students' needs, and d) working with the academic staff (teachers, instructional coaches, assistant principals, principals) in the school to support sharing of best practices.

MAJOR DUTIES AND RESPONSIBILITIES: Provides support and assistance to all classroom teachers in the full and skillful implementation of the District's adopted reading/language arts program to target Bilingual and English Only students. Conducts demonstration and models lessons in the classroom to ensure that all teachers have been trained to an advanced level of delivery and are using the instructional materials as designed. Provides on-site staff development to ensure that teachers are knowledgeable about program components and understand the instructional design of how the program meets the standards. Assists teachers in building an interactive classroom environment focused on the content and learning strategies embedded in the program. Conducts classroom observations and provides "next step" support for all teachers. Serves as a resource in identifying appropriate instructional strategies and interventions to improve student achievement for all students including English Learners, Spanish Learners, students enrolled in Special Education Programs, and students with diverse learning needs. Assists teachers in preparation and pacing for instruction. Participates in collaborative grade level meetings to assist in the analysis and utilization of assessment data to improve student achievement. Assists grade level teams in setting goals for improved instruction. Meets regularly with the principal to review 6-week skill assessment data and to assess the outcomes of goals established by grade level teams. Develops lesson plans, prepares forms, records, and reports as directed. Attends meetings and trainings as directed. Performs tasks and assumes responsibilities as may be assigned.