School-Based Literacy Coach

Colquitt Co School District; Harrisburg (Dauphin County); On-site; USD 55,000 - 75,000; Full time

Job summary

Colquitt Co School District is seeking a School-Based Literacy Coach to support literacy instruction in alignment with HB 1193. The role emphasizes classroom-focused, data-informed coaching and engagement with teachers to lift grade-level reading attainment.

The successful candidate will spend substantial time in classrooms, collaborate with building leaders, and drive evidence-based literacy practices that reflect the science of reading and MTSS principles.

Qualifications

• Bachelor's degree required and valid Georgia teaching/service certificate at Level 4 or higher.
• Minimum five years of successful classroom teaching or literacy intervention experience.
• Strong knowledge of scientifically based reading research and MTSS.
• Proficiency in data analysis to inform instruction and grouping.

Responsibilities

• Coaches educators using evidence-based practices, including modeling instruction and providing actionable feedback.
• Collaborates with the principal to create a strategic literacy coaching plan.
• Spends at least 70% of the day in classrooms working with students and teachers.
• Analyzes screening, diagnostic, and progress data to inform instruction and intervention.

Skills

Instructional coaching

Data analysis

Modeling instruction

Adult learning strategies

Education

Bachelor's Degree

Master's degree in Reading (preferred)

Science of Reading program completion

Job description

JOB DESCRIPTION

POSITION TITLE:

School-Based Literacy Coach

LOCATION: TBD

PRIMARY FUNCTION:

The School-Based Literacy Coach works in a district-assigned school to support Georgia's literacy legislation (HB 1193, 2026) and to provide appropriate services to the school, ensuring a cohesive, sustained, intensive, and classroom-focused approach to literacy instruction that is rigorous, engaging, and relevant for students. The literacy coach maintains a non-threatening, open, professional, and collaborative working relationship with the principal, other academic coaches, and teachers, and effectively identifies the needs of the assigned school in order to prioritize, schedule, organize, and provide technical assistance so that students achieve grade-level reading.

MINIMUM REQUIREMENTS:

• Educational Level: Bachelor's Degree
• Certification/License Required: Valid Georgia teaching or service certificate at Level 4 or higher.
• Experience: A minimum of five years of documented successful classroom teaching or literacy intervention experience at assigned grade levels.
• Physical Activities: Routine physical activities that are required to fulfill job responsibilities.
• Knowledge, Skills, & Abilities:
• Knowledge of scientifically based reading research, with special expertise in quality reading instruction and intervention, dyslexia-specific interventions, and data analysis.
• Thorough understanding of reading processes, acquisition, assessment, and instruction.
• Thorough understanding of systematic, explicit instructional processes.
• Thorough understanding of instructional coaching approaches and strategies for teaching adult learners.
• Thorough understanding of scientific reading research and its application to effective classroom instruction, structure, practices, and intervention.
• Thorough understanding of Georgia's K-12 ELA standards.
• Thorough understanding of Multi-Tiered Systems of Support (MTSS).
• Proficiency in data analysis and application to inform instruction, grouping, and intervention.

The Board of Education and the Superintendent may accept alternatives to some of the above requirements.

PREFERRED REQUIREMENTS:

• Holds a Master's Degree with an emphasis on Reading
• Holds a teaching endorsement in Dyslexia or Reading; or P-12 Reading Certification.
• Evidence of completion of a state-approved Science of Reading program.

ESSENTIAL DUTIES:

• Coaches educators using nonevaluative, evidence-based practices, including modeling instruction, analyzing instructional practice and data, providing actionable feedback, and delivering side-by-side classroom support.
• Collaborates with the school principal to create a strategic plan for literacy coaching.
• Spends no less than 70 percent of the school day in classrooms working directly with students and teachers.
• Prioritizes time for those teachers, activities, and roles that will have the greatest impact on student reading achievement, such as coaching and mentoring in classrooms.
• Analyzes student data, including screening, diagnostic, and progress monitoring data, to inform instruction, grouping, and intervention within a multi-tiered system of supports framework.
• Synthesizes student performance data and educator practice data to establish coaching goals and design targeted, needs-based support for educators.
• Supports the implementation and monitoring of evidence-based literacy curricula and instructional materials with fidelity, ensuring alignment to the science of reading.
• Demonstrates competency through approved, periodic, practice-based assessment that verifies his or her ability to apply the science of reading, learning science, and instructional science to deliver explicit, systematic, evidence-based literacy instruction directly with students.
• Performs other duties as assigned by the principal or supervising administrator.

ASSURANCES:

The school-based literacy coach shall not be:

• Shall not be authorized or required to perform administrative functions or duties, including, but not limited to, performing any rotating duty assignments or serving as an evaluator, substitute teacher, assessment coordinator, or school administrator.
• Shall not be invited, required, or permitted to attend placement committee meetings.
• Shall not be designated as a teacher of record