Reading Coach

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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:12/19/2025

Approved By:
Dr. Angela Cooper, CHRO Date: 12/19/2025

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.

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.

• 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

• 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…