Requires certification in Elementary and/or Early Childhood Education
Springdale Elementary School Profile
Lexington School District Two
Position Description
Position Title: Reading Coach (190 days)
Department: Instruction and Accountability
Reports To: Principal
Prepared By: Stephanie Hucks, HRD Date: 03/21/2025
Approved By: Dr. Angela Cooper, CHRO Date: 03/21/2025
SUMMARY/FUNCTION:
The Reading Coach will support and provide initial and ongoing professional development to teachers based on an analysis of student assessment and the provision of differentiated instruction and intensive intervention. The Reading Coach will also model effective instructional strategies for teachers, facilitate study groups, coach and mentor colleagues, and work with teachers to ensure that research-based reading programs are implemented with fidelity. The Reading Coach will attend regular meetings with district-level coordinators to ensure consistent programming throughout the district and may at times be responsible for providing district-level professional development.
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.
QUALIFICATIONS:
Master’s degree preferred, Minimum of five years teaching experience and South Carolina Teacher Certification
- Hold a bachelor’s degree or higher and an add-on certification for literacy coach or
- ?Hold a bachelor’s degree or higher and are enrolled and actively participating in the SCDE Literacy Leader Institute or are actively pursuing the literacy coach endorsement by enrollment in an SCDE approved program or
- Hold a master’s degree or higher in reading or a closely-related field and be pursuing the requiring qualifications in coaching
- Current SC State Teaching License in area of early childhood, elementary education and/or literacy
- Minimum of five years of successful teaching experience
- Proficiency with curriculum software
- Demonstrate knowledge of State standards
- Deep knowledge of reading, writing, literacy development
- Prefer teacher leadership experience
- Deep knowledge of and experience in:
- Content
- ?Instructional strategies
- Conditions of learning
- Assessment driven instruction (teaching/learning process)
- Effective communication, collaboration, and interpersonal skills for building an environment with a common instructional focus, promoting initiatives, and conveying expectations
- ?Ability to design and deliver quality professional development for administrators and teachers
- Ability to model lessons demonstrating best practice instruction
- Ability to support teachers in development of differentiated lessons and data analysis
- Outstanding presentation and facilitation skills
- Demonstrate ability to communicate in a professional manner both orally and in writing
- Demonstrate strength in organization, communication skills and efficiency in meeting deadlines
- Experience in analyzing data to plan for instruction
- Demonstrate ability to function as a positive collaborative member of a team
- Demonstrate interest and engagement in professional learning and reflection
ROLES AND RESPONSIBILITIES:
The Reading Coach will:
- Demonstrate willingness to assume leadership positions
- ?Demonstrate knowledge of research-based instructional strategies that engage all students
- Provide organized, individual and/or group learning opportunities for teachers as needed
- Demonstrate knowledge using a variety of assessment tools
- Demonstrate a thorough knowledge of curriculum and subject matter
- Provide support in analyzing student assessment data
- Coach and mentor colleagues
- Assist teachers with designing instructional decisions based on assessment data
- Assist teachers with specific classroom activities when requested
- Model effective instructional strategies for teachers by working weekly with students in whole, and small groups, or individually
- Provide support for classroom motivation and management strategies
- Monitor intervention programs by observing and meeting with teachers
- Provide assistance in researching instructional and/or curriculum issues
- Model lessons when appropriate
- Provide encouragement and emotional support to teachers
- Encourage ongoing professional growth for all teachers
- Manage time and schedule flexibility that maximizes teacher schedules and learning
- Work positively toward meeting identified district and building improvement goals
- Work with all teachers (content and elective areas) at the school they serve, to assist in prioritizing activities that will have the greatest impact on student achievement
- Assist with development of district curriculum, instruction and assessments
- Develop and maintain a confidential, collegial relationship with teachers
- Possess an understanding of when to contact administrators regarding issues of safety/ethics involving students in classroom observed
- Attend workshops/conferences to learn about new innovative instructional literacy strategies
- Teach, model, and facilitate research-based best practices within the school’s instructional program
- Assist teachers with the collection and analysis of data results
- Evaluate student achievement and assist with placing students in the appropriate intervention and support service
- Identify needs and make recommendations for appropriate instructional materials and assessments that directly support and align to the South Carolina College and Career ELA Standards
- Meet regularly with PLC teams and the principal to report on instructional practices and progress while also planning “next steps” for student and school improvement
- Collaborate with teachers to identify the instructional needs of students, to set learning goals and targets, and to problem-solve with teachers to develop best practices for continuous academic growth of students
- Work with the principal to create the school’s professional development plan, structure related coaching, and identify specific, measurable and attainable benchmarks for teacher and student performance
- Provide specific integration and differentiation strategies that enable teachers to meet the needs of all learners
- Network with other reading coaches and participate fully in ongoing professional development to extend literacy and instructional competencies in all content areas
- Facilitate study groups
SPECIAL KNOWLEDGE/SKILLS
Ability to evaluate instructional programs and teaching effectiveness. Knowledge of national, state, and local educational goals and objectives. Knowledge of learning theory and curriculum development. Excellent communication, public relations, and interpersonal skills. Ability to exercise excellent judgment in decision-making. Ability to facilitate various size groups using facilitative leadership skills. Ability to gather data, compile information, and prepare reports. Ability to meet deadlines under pressure. Ability to analyze data in order to make improvement recommendations
LANGUAGE SKILLS :
Ability to read, analyze, and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals. Ability to effectively present information and respond to questions from groups of administrators, staff and the general public.
MATHEMATICAL SKILLS:
Ability to work with mathematical concepts such as fractions, percentages, ratios, and proportions to practical situations.
REASONING ABILITY:
Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form.
OTHER SKILLS and ABILITIES:
Ability to apply knowledge of current research and theory to instructional program; ability to plan and implement lessons based on division and school objectives and the needs and abilities of students to whom assigned. Ability to establish and maintain effective relationships with students, peers and parents; skill in oral and written communication. Ability to perform duties with awareness of all district requirements and Board of Education policies.
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 stand and talk or hear and sometimes walk and sit. The employee from time to time may be required to lift significant amounts of weight up to and exceeding 25 lbs. Such requirements would include, but are not limited to: lifting students, some of whom are of significant weight and age, and may also include lifting items such as wheelchairs and equipment. While performing the duties of this job, the employee may occasionally push or lift up to 50 lbs such as boxes of books and AV/VCR carts.
The employee is directly responsible for safety, well-being, or work output of other people. 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 and other staff.
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 moderate to loud. Duties are performed indoors and occasionally outdoors.
The information contained in this job description is for compliance with the Americans 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.