Instructional Coach; Readers Leaders

INSTRUCTIONAL COACH (READERS ARE LEADERS)

• Position Type:
  SCHOOL SUPPORT (INSTRUCTIONAL) / INSTRUCTIONAL COACH
• Date Posted:
  3/11/2026
• Location:
  
  E. Rivers Elementary School

The Instructional Coach supervises the implementation of the Readers are Leaders initiative at the school level, ensuring high-quality reading instruction that meets literacy expectations. They work with district leaders, schools, and communities to improve literacy outcomes and promote educational equity. The coach creates and maintains Best Instructional Practices for Literacy, reinforces ELA standards, and supports school-wide structures that improve outcomes for every student.

Instructional Coaches should be ready to work with Cluster-based Readers are Leaders Specialists to develop school-wide structures that improve literacy instruction and outcomes for every student.

The appointment to this position is year to year, dependent on the Georgia Early Literacy Act funding.

• CERTIFICATION:
  • Valid Georgia Teaching Certification in applicable field required, or must be eligible to hold a valid Georgia Teaching Certificate.
  • Must provide documentation of satisfactory completion of one of the identified Teacher Preparation Programs outlined by the State in alignment with HB538 (GA Literacy Act replace HB538).
  • Reading endorsement preferred
• EDUCATION:
  • Masters degree required.
• WORK EXPERIENCE:
  • 3 years of classroom teaching experience required.
    • at the elementary level in the field of literacy preferred.
• Knowledge of effective classroom organization techniques and experience in planning for successful instruction.
• Ability to use instructional strategies that help students connect with the curriculum.
• Effective communication skills that enable them to convey information and ideas clearly and concisely.
• Proficiency in computer-based training software.
• Strong time management skills for themselves and their students.
• Ability to differentiate instruction and evaluate student performance.
• Demonstrated professionalism and ability to work well with students, colleagues, and parents.
• Flexibility to adapt to changing learning environments, including in-person and remote learning.
• Knowledge of school safety and security procedures.
• Ability to work well under pressure and meet deadlines.
• Demonstrated expertise in high-quality literacy instruction connected to reading research.
• Ability to implement effective literacy instructional practices for students with reading deficits and dyslexia.
• Proficiency in culturally responsive best practices for literacy instruction.
• Experience facilitating literacy workshops and professional development.
• Strong verbal and written communication, facilitation, and collaboration skills.
• Ability to work collaboratively across various teams and establish effective relationships with education and community partners from diverse backgrounds and perspectives.

• Create a system of support that monitors the effective implementation of cycle topics to help teachers implement and assess evidence-based literacy practices in reading for K-5 classrooms.
• Redeliver district-level professional development to schools and provide school-based support to ensure that evidence-based literacy practices aligned to research are developed, implemented, and assessed.
• Stay up-to-date with current literacy research and contribute to strong literacy practices in K-5 classrooms.
• Promote district instructional priorities by providing training, modeling, coaching, and instructional guidance necessary for the operation of the instructional program.
• Ensure fidelity of implementation of the site-based Comprehensive School Reform model by monitoring and observing.
• Conduct informal classroom observations, provide feedback to teachers, and assist with the development of new teachers.
• Facilitate professional learning communities and assist teachers with collaborative lesson planning.
• Monitor students' progress and arrange for academic interventions based on formative and summative assessments.
• Analyze formative and summative student data and recommend modifications to instruction.
• Use observation and achievement data to identify professional development needs and design and deliver site-based professional learning.
• Assist with reviewing classroom lesson plans and provide lesson plan feedback to teachers.
• Required to have prompt, regular attendance in-person or virtually and be available to work on-site, in-person during regular business hours, and as needed.
• Performs other duties as assigned by an appropriate administrator or their representative.

The physical abilities, working conditions and other conditions of employment listed in this document are representative of, but are not intended to provide an exhaustive list of the requirements for positions in this classification. In the event of an emergency or situation requiring guidance from Federal, State, or local or school district authorities, the requirements of this position may…