Early Literacy Coach

Job Number: 2024-00148

General Description of the Position

Delaware’s instructional vision is that every student across the state leaves school ready for success in college, career, and life. In early literacy specifically, all students will read at grade level by the end of third grade, providing them with the foundation to become strong readers, writers, thinkers, and speakers.

Through a partnership with Delaware Department of Education and Delaware State University the Early Literacy Coach program will support the state’s achievement of its early literacy vision by building the capacity of district and school leaders and teachers to provide effective and equitable literacy instruction to all students. Early Literacy Coaches will provide strategic support to school systems in the following areas as directed by the legislation and best practice:
* Use of high-quality instructional materials (High Quality Instructional Materials) (DE Senate Bill 4).
* Alignment of Multi-tiered System of Support (MTSS) and processes (DE House Bill 304).
* Professional development grounded in the essential components of evidence-based reading instruction (Senate Bill 4) and screening and interventions (DE House Bill 304).

Essential Functions & Required Knowledge, Skills and Abilities

The early literacy coach will provide expertise in the following roles:
State-level

• Create coherence around the state’s early literacy vision and practices and equip teachers and leaders to execute that vision
• Create a common language for early literacy across the state (e.g., instruction, intervention, assessments, multi-tiered systems of support (MTSS))

District-level

• Support LEAs in creating the systems and structures that build effective and equitable early literacy systems
• Support multi-tiered systems of support (MTSS) screening and intervention legislative requirements
• Create opportunities for connection and collaboration across schools

School-level

• Become an implementation support system for administrators
• Build leaders’ ability to conduct classroom observations using the Delaware Teacher Growth and Support System (DTGSS) in alignment with the HQIM and provide feedback to teachers
• Provide curriculum-based professional learning to leaders

Classroom-level roles

• Equip teachers to use of High-Quality Instructional Materials as intended (e.g., Professional Learning Communities (PLC), modeling lessons, co-teaching, instructional walkthroughs)
• Provide curriculum-based professional learning to teachers
• Reinforce learning from Early Literacy Leadership Academy (ELLA) trainings
• Integrate what teachers and leaders are learning in early literacy professional development with the curriculum they are using in their classrooms

Required Knowledge, Skills, and Abilities
The individual in this job must possess these skills and abilities or be able to explain and demonstrate that they can perform the essential functions of the job, with or without reasonable accommodation.
Firm understanding of

• Delaware Multi-tiered systems of support (MTSS) processes and procedures
• At least one high-quality early literacy High Quality Instructional Material
• Science of Reading
• Conducting instructional walkthroughs and coaching processes (e.g., walkthrough tool, explicit feedback, follow-up)
• Curriculum-based professional learning exemplar practices
• Learning Forward Professional Learning standards
• Adult learning theory
• Delaware Teacher Growth and Support System (DTGSS – Delaware’s formal evaluation process) to support district leaders in evaluation cycles and aligning with implementation feedback cycles
• How to use High Quality Instructional Materials as intended
• How to scaffold support for students through the use of High Quality Instructional Materials to ensure equity of opportunity
• Puts teachers and students at the center of all actions and decisions
• Reacts with proper levels of urgency to situations and events that require quick response or turnaround
• Can have hard conversations while demonstrating kindness
• Flexible to change
• Takes time to prepare and demonstrate their readiness and planning for daily, weekly, and monthly milestones, objectives, and actions.
• Communicates effectively both verbally and in writing
• Is well-versed in the ability to use technological productivity tools to create presentations, spreadsheets, project plans, and documents, and communicate through online learning platforms.
• Commitment to continuous improvement
• Collaborative and team-oriented approach; interest in working with diverse educators and colleagues to advance our shared goals

Qualification Standards

• Must have five years of experience teaching in a district or charter
• Masters Degree Preferred
• In-depth knowledge of early literacy foundational skills and state standards connected to the science of reading
• Prior coaching experience preferred
• At least two years of use or coaching of early literacy High Quality Instructional Materials required
• Experience working with diverse populations preferred
• An understanding of DE-MTSS and how the framework supports literacy for all students

Performance Standards & EEO Statement

The criteria for evaluation in this position include, but are not limited to, the following:

• Early Literacy Coach performance data
  1. Self-reporting of progress toward goals
  2. Survey data from teachers and leaders
  
  
• System-level change data
  1. Surveys
  2. Interviews
  
  
• Teacher change in practice data
  1. Classroom observations/instructional walkthroughs
  2. Surveys
  3. Student outcomes
  
  
• Student educational experience data
  1. Student work analyses
  2. Classroom observations/instructional walkthroughs
  3. Universal screener data, achievement data
  
  
• Work related expectations
  1. Successful completion and quality of work according to established guidelines and timelines
  2. Reliable attendance and work results
  3. Positive interaction and working relationship with internal and external customers
  
  

Please attach the following documents to your application:

• Cover letter
• One document containing 3 (three) letters of recommendation.

EEO Statement

Delaware State University is an Equal Opportunity Employer. The University does not discriminate on the basis of gender, race, religion, age, national origin, color, marital status, sexual orientation, citizenship or disability, veteran or military status, gender identity or genetic information. Auxiliary aids and services are available upon request to individuals with disabilities. The University is committed to the policy of equal employment opportunity in recruitment, hiring, career advancement, and all other employment practices.

Equal opportunity employer/program” and “auxiliary aids and services are available upon request to individuals with disabilities”.

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