Literacy Coach

LITERACY COACH
JOB GOAL: This position is a highly visible one. The position of Literacy Coach
requires a commitment to students, excellence, and a relentless drive to
achieve extraordinary results. The Literacy Coach position was established
for the planning, coordinating, and implementing a comprehensive school-
wide literacy program which facilitates learning; for modeling of best
practices lessons which use literacy-based learning strategies; for coaching
teachers in all curriculum areas on how to enhance student’s literacy skills,
and to help all students reach their highest potential.

QUALIFICATIONS:
1. Bachelor’s degree or higher from an accredited institution
2. Meet professional teacher education requirements of school, district, and state.
3. NJ Certification(s)
4. Demonstrated knowledge of mathematics content standards and curricula
5. Exceptional communication, organizational, and research skills
6. Provide proof of U. S. citizenship or legal resident alien status by completing Federal
Form I-9 in compliance with the Immigration Reform and Control Act of 1986.
7. Provide evidence that a criminal record history check has been conducted and clearance
has been given by the Department of Education. During the initial six-month period
provide a sworn statement that the individual has not been convicted of a crime or a
disorderly person’s offense in accordance with 18A:6-7.1.
8. Provide evidence that health is adequate to fulfill the job functions and responsibilities
with reasonable accommodation pursuant to 42 U.S.C. 12101 and in accordance with
N.J.A.C. 6:3-4A.4.
9. Pass the State required Mantoux Intradermal Tuberculin Test as required by N.J.A.C. 6:3-
4A.4.
10. Meet such alternatives to the above qualifications as the Superintendent may find
appropriate and acceptable.

PERFORMANCE RESPONSIBILITIES:
 Create a literacy environment conducive to effective instruction.
 Demonstrate (model) reading /learning strategies in classrooms.
 Research and provide staff support that will improve teaching and learning, including
teaching strategies, assessment of math skills, interpretation, and use of assessment
results, etc.
 Facilitate instruction based on current reading/study/thinking research throughout the
total instructional program.

Assists teachers in building an interactive classroom and assures that recommendations
for improvement are implemented.
 Serves as a resource in identifying appropriate strategies and interventions to improve
student achievement for all students.
 Conduct regular meetings with classroom teachers to examine student work and monitor
progress in order to support teacher reflection and action.
 Work with the school’s leadership team and other constituent groups to determine the
school’s strengths and needs for improvement in the area of literacy in order to improve
student’s reading, writing, and communication skills and content area achievement.
 Assist the school’s curriculum personnel in planning for an implementing the
accountability goals associated with the School Improvement Plan.
 Assist the school’s curriculum personnel in providing services to special population.
 Participate in team reviews concerning academic progress of at-risk students who are not
responding to interventions.
 Assist classroom teachers with analysis of formal and informal assessment data on their
students to determine student response to instruction.
 Provide, upon request, individual diagnostic testing.
 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.
 Meets regularly with the principal to review benchmarks and establish data points to
assess student progress towards established goals.
 Participation in collaborative grade level meetings to assist in the analysis and utilization
of assessment data to improve the focus of instructional planning and student
achievement.
 Work with teachers individually, in collaborative teams, and/or with departments,
providing practical support for a full range of reading, writing, and communication
strategies.
 Continue professional growth and strengthen professional teaching knowledge, skills, and
strategies through an ongoing program of workshops, seminars, conferences, and/or
advanced course work.
 Provide in-service training and follow-up coaching to assist classroom teachers in the use
of reading/learning strategies in their classrooms.
 Provide staff development for teachers, volunteers, parents, paraprofessionals,
administrators, and other appropriate personnel as needed.
 Observe and provide feedback to teachers on instruction related to literacy development
and content area knowledge.
 Establish rapport with faculty and staff.
 Maintain and promptly submit accurate, complete, and correct records and reports as
required by law, by grant regulations, by district policy, and by administrative directives.
 Interpret the school’s reading/learning program for staff, parents, and members of the
community.
 Attend scheduled meetings and parent conferences.
Perform other duties as assigned.

PHYSICAL AND ENVIRONMENTAL 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. While performing the duties
of this job, the employee is regularly required to sit, stand, walk, talk, hear, operate a computer,
hand-held learning devices and other office equipment, reach with hands and arms, and must
occasionally lift and/or move up to 10 pounds.
TERMS OF EMPLOYMENT:
This is a 10-month full-time position that is annually renewable in accordance with New
Horizons Community approved policies and procedures.
COMPENSATION:
Salary recommended by the Executive Director and established by the Board of Trustees.
EVALUATION:
Performance of this job will be evaluated annually in accordance with the provisions of the
Board’s policy.