Early Literacy Coach

Friday, May 24, 2019
Bay-Arenac ISD
Position Details: 


Bay-Arenac ISD Position Description


JOB TITLE:                   Early Literacy Coach

DEPARTMENT:            Instructional Services

REPORTS TO:              Director, Instructional Services


PREPARED BY:           John Mertz                        DATE: 7/25/18                  FTE:      1

APPROVED BY:           Bruce Curtiss                    DATE:   7/25/18



The Early Literacy Coach will provide regional leadership in all areas of K-3 tier one literacy instruction and planning.  The Early Literacy Coach will work closely with local district teachers and administrators providing support in analyzing assessment data to guide instruction and provide individualized classroom support in research-based K-3 early literacy practices to local teachers and administrators.                               

 ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. Other duties may be assigned.

Instructional Program

  1. Facilitates instruction based on current literacy research and Essential Literacy Practices;
  2. Demonstrates (model) literacy strategies in classrooms;
  3. Evaluates literacy needs within various subject areas and collaborate with teachers and administrators using data to improve instruction;
  4. Leads educators in the selection and implementation of a range of assessment tools as a means to make sound decisions about student literacy needs as related to the curriculum and to instruction;
  5. Assists classroom teachers with analysis of formal and informal assessment data on their students to determine student response to instruction;
  6. Assists teachers with planning, sequencing, and scaffolding of instruction
  7. Participates in Instructional Rounds in local districts to determine strengths and needs of tier one reading instruction.
  8. Attendance and punctuality.
  9. Follow all Board Policies and Guidelines.

Professional Development

  1. Provides in-service training and follow-up coaching to assist classroom teachers in the use of literacy strategies and Essential Literacy Practices in classrooms;
  2. Works with teachers individually, in collaborative teams, and/or with departments, providing practical support on a full range of literacy strategies;
  3. Observes and provide feedback to teachers on classroom instruction related to the literacy development of students;
  4. Continues professional growth and strengthen professional teaching knowledge, skills, and strategies through an on-going program of workshops, seminars, conferences, and/or advanced coursework;
  5. Participates in state-provided professional learning for literacy coaches;
  6. Maintains a collection of professional reading and learning materials related to literacy which reflect current research.


QUALIFICATIONS:  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.



  • Valid State of Michigan Elementary Teaching Certificate
  • Master’s Degree in Reading, Reading Specialist Degree, or significant coursework/training in Reading
  • Knowledge of K-3 State Literacy Standards and K-3 Essential Literacy Practices
  • A minimum of 5 years successful teaching experience in a K-3 setting, preferred
  • Successful experience in facilitating adult learners
  • Successful coaching experience, preferred
  • Exhibit an understanding of data tools and be able to show their use to inform instruction




Valid drivers’ license.



Ability to read, analyze, and interpret common scientific and technical journals, financial reports, and legal documents. Ability to respond to common inquiries or complaints from customers, regulatory agencies, or members of the business community. Ability to write speeches and articles for publication that conform to prescribed style and format. Ability to effectively present information to administrators, public groups/community, and Board of Education.



Ability to work with mathematical concepts such as probability and statistical inference, and fundamentals of plane and solid geometry and trigonometry. Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations.



Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.



  1. Communicates effectively in written and oral form using positive interpersonal skills.
  2. Utilizes effective data-based, problem-solving skills.
  3. Demonstrates effective collaboration skills.
  4. Employs effective coaching skills.
  5. Coaches teachers in effective instructional literacy strategies in a variety of content areas.
  6. Uses effective strategies for differentiating instruction.
  7. Exhibits knowledge of the Common Core State Standards.
  8. Researches and provides information and guidance regarding a range of effective and innovative literacy practices through various activities such as:
  9. individual discussions (informal and formal);
  10. coaching sessions;
  11. modeling lessons with pre- and post-discussion/analysis;
  12. study groups;
  13. staff meetings.



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 sit, walk, stand and talk or hear.   Specific vision abilities required by this job include close vision, distance vision.  Frequently driving or the ability is performed while meeting the demands of this job.  Occasionally, yet essential to this position, the individual must meet deadlines with severe time constraints, interacting with the public and other workers.  Occasionally the position requires the employee to work irregular or extended hours, direct responsibility for the safety, well-being or work output of other people and meet multiple demands from several people.


WORK ENVIRONMENT: The work environment characteristics described here 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 usually very quiet.


The information contained in this job description is for compliance with the American with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position.  Additional duties are performed by the individuals currently holding this position and additional duties may be assigned.

Job Type: