Job Description
Instructional Coach – ELA
GENERAL STATEMENT OF JOB
The ELA Coach will play a critical role in supporting and enhancing the teaching of English Language Arts (ELA) across Educational Solutions’ schools, with a strong emphasis on early literacy development in grades K–2. This role includes guiding educators in the implementation of evidence-based literacy practices aligned with the science of reading. The ELA Coach will collaborate with teachers, instructional aides, and school leaders to improve instruction, foster a love of reading and writing, and ensure alignment with Ohio’s Early Literacy Guidelines and district-wide curriculum standards. The ideal candidate will provide high-quality professional development, facilitate data-driven instruction, and work closely with K–12 educators to ensure student success in foundational and advanced literacy.
SPECIFIC DUTIES AND RESPONSIBILITIES
ESSENTIAL JOB FUNCTIONS
Coaching & Support:
- Provide instructional coaching to K–12 ELA teachers, with a strong focus on foundational skills development in K–2.
- Coach K–2 teachers in implementing structured literacy practices, including phonemic awareness, phonics, fluency, vocabulary, and comprehension strategies.
- Support the implementation of Ohio-approved core curriculum and intervention materials in K–2 classrooms.
- Conduct classroom modeling and co-teaching sessions to demonstrate best practices in early literacy instruction.
- Offer individualized coaching cycles and collaborative planning sessions tailored to grade-level needs.
- Provide feedback and guidance on lesson design, differentiation, and scaffolding, especially in early literacy environments.
- Assist with monitoring the fidelity of implementation of foundational reading programs and resources (e.g., CKLA, Heggerty, i-Ready).
Professional Development:
- Develop and deliver ongoing professional development workshops, webinars, and PLC sessions focused on K–2 literacy foundations, as well as upper-grade literacy strategies.
- Train K–2 teachers in administering, scoring, and using results from diagnostic and screening tools (e.g., i-Ready, DIBELS, NWEA MAP).
- Support K–3 educators in developing and monitoring Reading Improvement and Monitoring Plans (RIMPs) per Ohio law.
- Remain current on the science of reading, early literacy legislation, and best practices in structured literacy.
Curriculum Support:
- Collaborate with the Curriculum and Instruction department to ensure vertical alignment of ELA standards, with clear progression from foundational to complex literacy skills.
- Support the adoption and implementation of core curriculum and supplemental programs in K–2, ensuring materials are aligned with Ohio’s Dyslexia Support Laws and early literacy mandates.
- Review and evaluate ELA curriculum to ensure it addresses the needs of emergent bilingual students and students with disabilities.
Data Analysis & Assessment:
- Lead K–2 teams in analyzing literacy data from screening, diagnostic, and progress-monitoring tools to inform instruction and intervention.
- Guide teachers in using data to group students for small-group instruction and tailor supports based on student needs.
- Monitor student progress on key early literacy benchmarks and provide targeted support where needed.
Collaboration & Communication:
- Serve as a literacy leader and resource for ELA instruction across the network, with a focus on early grades.
- Work in collaboration with school-based MTSS teams and interventionists to align strategies and support plans for struggling readers.
- Participate in district and school-level meetings to discuss instructional goals, data trends, and professional learning priorities.
Student Achievement:
- Ensure early literacy supports are in place to prevent reading difficulties and close achievement gaps in grades K–2.
- Support implementation of interventions aligned to student needs and track progress toward grade-level benchmarks.
- Monitor the impact of coaching and professional learning on instructional practice and student outcomes.
- Perform other duties as assigned by the Director of Academics, building leader, or designee.
MINIMUM TRAINING AND EXPERIENCE
Education:
- Bachelor’s degree in Education or a related field (Master’s degree preferred).
- Valid teaching certification in Early Childhood, Elementary Education, or English Language Arts.
Experience:
- Minimum of 3 years of successful ELA teaching experience, including at least 1–2 years in early elementary grades (K–2).
- Previous experience as an instructional coach, mentor teacher, or literacy specialist preferred.
- Proven experience with structured literacy or early reading instruction, such as CKLA, Science of Reading, LETRS, or other research-based frameworks.
Skills & Abilities:
- Deep knowledge of the science of reading and early literacy development (phonological awareness, decoding, language comprehension).
- Strong facilitation and communication skills to lead adult learners in professional development.
- Ability to analyze data and apply it to instructional planning and decision-making.
- Experience supporting Reading Improvement and Monitoring Plans (RIMPs) and early literacy mandates.
- Familiarity with digital assessment platforms and instructional tools (i-Ready, Amplify, MAP).
- Excellent collaboration and relationship-building skills.
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