Foundational Literacy Coach - Phoenix Early Learning Center (K-3rd), 2026/2027 SY

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    "description": "<p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 18pt; font-weight: bold\">Foundational Literacy Coach - Phoenix Early Learning Center (K-3rd Grade), 26/27 SY</span></p>\n<p>                       <span style=\"font-weight: bold\">  Must have</span> <span style=\"font-weight: bold\">a </span><span style=\"font-family: arial, helvetica, sans-serif; font-weight: bold\">Reading Endorsement or K-5 Literacy Endorsement</span></p>\n<p><br></p>\n<p><span style=\"font-family: Arial, sans-serif; font-size: 12pt\">AZACS is growing, and we invite you to apply to be part of our award-winning team</span></p>\n<p><span style=\"font-family: Arial, sans-serif; font-size: 12pt\">AZACS was awarded the<span> </span></span><span style=\"font-family: Arial, sans-serif; font-size: 12pt; font-style: italic\">2023/2024 National ESEA Distinguished Schools Award</span><span style=\"font-family: Arial, sans-serif; font-size: 12pt\"><span> </span>for Arizona and the<span> </span></span><span style=\"font-family: Arial, sans-serif; font-size: 12pt; font-style: italic\">2022 YASS Prize<span> </span></span><span style=\"font-family: Arial, sans-serif; font-size: 12pt\">for innovation in education and providing a transformational experience by expanding unique individualized learning programs for autism charter schools.</span></p>\n<p><br><span style=\"font-family: arial, helvetica, sans-serif\">The Arizona Department of Education supports the hiring of Foundational Literacy Coaches for the purpose of facilitating and assisting pre-k-3 teachers to increase performance of their students’ early literacy skills, measured on the state reading assessment and approved literacy screener. The coaches will facilitate learning aligned to the science of reading research and provide technical assistance to teachers that will improve implementation of aligned practices into daily literacy instruction and intervention. This work includes the integration of Arizona's English Language Arts (ELA) Standards and Arizona’s Early Learning Language and Literacy Standards, locally determined literacy curricula and intervention programs, and use of data collected from the administration of formal and informal assessment tools.</span></p>\n<p><br><span style=\"font-family: arial, helvetica, sans-serif\">The Foundational Literacy Coach is responsible for assisting teachers in the implementation and effective delivery of scientifically based reading instruction with a focus on Tier 1/Core. Coaches will provide appropriate services to their assigned school for a cohesive, sustained, intensive, and classroom-focused approach that is rigorous, engaging, and relevant for students. Literacy coaches will provide a non-threatening, open, professional, and collaborative work relationship with district/charter-level school personnel, other school-based coaches, principals, and teachers. They will be required to use data to effectively identify the needs of the assigned school to prioritize, schedule, organize, and provide technical assistance that builds educator capacity to provide effective literacy instruction so that students meet age and grade-level literacy expectations by the end of 3rd grade and beyond.</span></p>\n<p><br></p>\n<p><span style=\"font-family: arial, helvetica, sans-serif; font-weight: bold\">Major Responsibilities:</span><br><span style=\"font-family: arial, helvetica, sans-serif\">Responsibilities of the foundational literacy coach include building the capacity of pre-k-3rd-grade classroom teachers, ESS teachers, and reading interventionists in reflective practice focused on improving reading instruction/student achievement in the following ways:</span><br><span style=\"font-family: arial, helvetica, sans-serif\">• Provide information and training to teachers in a variety of settings (e.g., whole group staff development, grade level meetings, one-on-one)</span><br><span style=\"font-family: arial, helvetica, sans-serif\">• Model and co-teach instructional strategies and techniques</span><br><span style=\"font-family: arial, helvetica, sans-serif\">• Support teachers in the implementation of new skills through instructional or facilitative coaching</span><br><span style=\"font-family: arial, helvetica, sans-serif\">• Observe new and experienced teachers in the classroom during the reading instructional tiers to provide specific one-on-one feedback regarding evidence-based practices to individual teachers during the coaching conferencing process</span></p>\n<p><span style=\"font-family: arial, helvetica, sans-serif\">• Assist in planning and implementation of a 90 to 120-minute K-3 literacy block with an emphasis on phonemic awareness, phonics, comprehension, vocabulary, and fluency, in addition to oral and written language</span><br><span style=\"font-family: arial, helvetica, sans-serif\">• Assist in planning and implementation of developmentally appropriate pre-k literacy practices with an emphasis on language, emergent literacy, and emergent writing</span><br><span style=\"font-family: arial, helvetica, sans-serif\">• Provide professional learning opportunities related to core and intervention instruction</span><br><span style=\"font-family: arial, helvetica, sans-serif\">• Provide resources, tools, and research for enhancing instructional practices</span></p>\n<p><span style=\"font-family: arial, helvetica, sans-serif\">• Support teachers to deepen their understanding of content knowledge, evidence-based reading strategies, and how to use a variety of assessments to monitor student achievement</span><br><span style=\"font-family: arial, helvetica, sans-serif\">• Support grade-level teams in analyzing data and designing next steps for instruction</span><br><span style=\"font-family: arial, helvetica, sans-serif\">• Maintain records related to coaching cycles, professional development, and data related to early literacy screening</span><br><span style=\"font-family: arial, helvetica, sans-serif\">• Meet with the school administration and leadership team regularly to examine school data and assist in school-wide planning and implementation of meaningful literacy professional learning opportunities</span><br><span style=\"font-family: arial, helvetica, sans-serif\">• Support the development of the MOWR literacy plan as a member of the school literacy team</span><br><span style=\"font-family: arial, helvetica, sans-serif\">• Engage in reading data conversations with teachers and assisting in goal setting, data/evidence collection and analysis, instruction, and assessment</span><br><span style=\"font-family: arial, helvetica, sans-serif\">• Support teachers’ collaborative work to plan reading lessons, small group differentiation, and interventions</span><br><span style=\"font-family: arial, helvetica, sans-serif\">• Align efforts to the school’s mission, vision, and literacy plan as they coincide with current reading research</span><br><span style=\"font-family: arial, helvetica, sans-serif\">• Stay informed of the latest reading research</span><br><span style=\"font-family: arial, helvetica, sans-serif\">• Build trusting and respectful relationships</span><br><span style=\"font-family: arial, helvetica, sans-serif\">• Maintain a high level of ethical behavior and confidentiality</span><br><span style=\"font-family: arial, helvetica, sans-serif\">• Recognize and celebrate the accomplishments of all teachers</span><br><span style=\"font-family: arial, helvetica, sans-serif\">• Continue to build knowledge and understanding of evidence-based practices in early literacy and coaching</span><br><span style=\"font-family: arial, helvetica, sans-serif\">• Network with other literacy coaches</span></p>\n<p><br></p>\n<p><span style=\"font-family: arial, helvetica, sans-serif; font-weight: bold\">Knowledge, Skill, and Ability Knowledge:</span><br><span style=\"font-family: arial, helvetica, sans-serif\">• Knowledge of evidence-based research in the areas of reading, writing, listening, and speaking, and language</span><br><span style=\"font-family: arial, helvetica, sans-serif\">• Knowledge of the essential components of reading instruction</span><br><span style=\"font-family: arial, helvetica, sans-serif\">• Knowledge of the science of reading and structured literacy</span><br><span style=\"font-family: arial, helvetica, sans-serif\">• Knowledge of the Move on When Reading (MOWR) legislation</span></p>\n<p><span style=\"font-family: arial, helvetica, sans-serif\">• Knowledge of Arizona's English Language Arts (ELA) Standards and Arizona Early Learning Standards (AZELS)</span><br><span style=\"font-family: arial, helvetica, sans-serif\">• Knowledge of literacy assessment systems, practices, and types</span><br><span style=\"font-family: arial, helvetica, sans-serif\">• Knowledge of effective strategies in working with adult learners</span><br><span style=\"font-family: arial, helvetica, sans-serif\">• Knowledge of evidence-based practices in literacy</span><br><span style=\"font-family: arial, helvetica, sans-serif\">• Knowledge and experience in literacy instruction, literacy intervention, and development of and/or implementation of instructional literacy resources</span><br><span style=\"font-family: arial, helvetica, sans-serif\">• Knowledge of reading processes, acquisition, assessment, and instruction</span><br><span style=\"font-family: arial, helvetica, sans-serif\">• Knowledge of scientific reading research and its application to effective classroom instruction, structure, and practices, as well as intervention</span><br><span style=\"font-family: arial, helvetica, sans-serif\">• Knowledge of the multi-tiered system of supports model, data analysis, and application</span><br></p>\n<p><br></p>\n<p><span style=\"font-family: arial, helvetica, sans-serif\"><span style=\"font-weight: bold\">Skills</span>:</span><br><span style=\"font-family: arial, helvetica, sans-serif\">• Systematic, explicit, instructional delivery</span><br><span style=\"font-family: arial, helvetica, sans-serif\">• Experience providing professional development and technical assistance directly to school and district/charter staff</span><br><span style=\"font-family: arial, helvetica, sans-serif\">• Ability to effectively prioritize, schedule, manage, and organize multiple daily tasks to achieve goals</span><br><span style=\"font-family: arial, helvetica, sans-serif\">• Ability to administer and interpret reading assessments and use data to determine professional development needs, and recommend changes to improve school-wide and/or classroom instructional practices</span><br><span style=\"font-family: arial, helvetica, sans-serif\">• Ability to rapidly acquire and apply new skills and information</span><br><span style=\"font-family: arial, helvetica, sans-serif\">• Ability to provide effective instructional feedback</span><br><span style=\"font-family: arial, helvetica, sans-serif\">• Ability to identify problems and develop appropriate solutions</span><br><span style=\"font-family: arial, helvetica, sans-serif\">• Use effective written and oral communication skills, including the ability to engage in difficult and candid conversations with a variety of stakeholders</span><br><span style=\"font-family: arial, helvetica, sans-serif\">• Demonstrated leadership/managerial skills</span><br><span style=\"font-family: arial, helvetica, sans-serif\">• Demonstrated team-building skills</span><br><span style=\"font-family: arial, helvetica, sans-serif\">• Demonstrated collaboration and facilitation skills</span></p>\n<p><br></p>\n<p><span style=\"font-family: arial, helvetica, sans-serif\"><span style=\"font-weight: bold\">Abilities</span>:</span><br><span style=\"font-family: arial, helvetica, sans-serif\">• Motivating others to achieve</span><br><span style=\"font-family: arial, helvetica, sans-serif\">• High degree of professionalism to ensure and protect the confidentiality of educators and students</span><br><span style=\"font-family: arial, helvetica, sans-serif\">• Strong work ethic, self-directed and reliable, and the ability to work both independently and collaboratively</span><br><span style=\"font-family: arial, helvetica, sans-serif\">• High-quality interpersonal skills and the ability to relate to and interact with adults exhibiting a range of abilities and dispositions</span></p>\n<p><span style=\"font-family: arial, helvetica, sans-serif\">• Persistent despite obstacles</span><br><span style=\"font-family: arial, helvetica, sans-serif\">• Ability to orchestrate change</span><br><span style=\"font-family: arial, helvetica, sans-serif\">• Valuing lifelong learning</span><br><span style=\"font-family: arial, helvetica, sans-serif\">• Belief that a coach can make a difference, despite the nature of the challenges</span><br><span style=\"font-family: arial, helvetica, sans-serif\">• Desire to grow professionally</span></p>\n<p><br><span style=\"font-family: arial, helvetica, sans-serif; font-weight: bold\">Licenses/ Certifications</span><br><span style=\"font-family: arial, helvetica, sans-serif\">• Master’s degree in education or related field with 3 years documented successful experience teaching reading OR bachelor's degree in education or related field with 5 years documented successful experience teaching reading with a minimum of 3 years of literacy experience at the State, District/Charter, or School Level</span><br><span style=\"font-family: arial, helvetica, sans-serif\">• Valid Arizona Teaching Certificate</span></p>\n<p><span style=\"font-family: arial, helvetica, sans-serif\">• Valid Arizona IVP Fingerprint Clearance Card</span></p>\n<p><span style=\"font-family: arial, helvetica, sans-serif; font-weight: bold\">• Reading Endorsement or K-5 Literacy Endorsement</span></p>\n<p><br><span style=\"font-family: arial, helvetica, sans-serif; font-weight: bold\">Preferred and Additional Qualifications:</span><br><span style=\"font-family: arial, helvetica, sans-serif\">• Successful experience facilitating adult learning and delivering professional development specific to literacy instruction (e.g., professional development feedback/surveys, letters from participants, etc.)</span><br><span style=\"font-family: arial, helvetica, sans-serif\">• Experience mentoring, coaching, and providing feedback about instruction to classroom teachers</span><br><span style=\"font-family: arial, helvetica, sans-serif\">• Experience leading others in a collaborative process</span><br><span style=\"font-family: arial, helvetica, sans-serif\">• Experience analyzing and using student achievement data for instructional purposes</span><br></p>\n<p><br></p>\n<p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt; font-weight: bold\">ADA AND OTHER REQUIREMENTS:</span></p>\n<p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt\">Positions in this class require: stooping, crouching, reaching, standing, walking, fingering, grasping, feeling, talking, hearing, seeing, and repetitive motions.</span></p>\n<p><br></p>\n<p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt; font-weight: bold\">Light Work:  </span></p>\n<p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt\">Exerting up to 20 pounds of force occasionally, and/or up to 10 pounds of force frequently, and/or a negligible amount of force constantly to move objects. </span></p>\n<p><br></p>\n<p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt; font-weight: bold\">Working Conditions:  </span></p>\n<p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt\">Work is routinely performed in an indoor classroom environment.</span></p>\n<p><br></p>\n<p><span style=\"font-size: 10pt\"><span style=\"font-family: arial, helvetica, sans-serif\">The information contained in this job description is for compliance with the Americans with Disabilities Act (ADA) and is not an exhaustive list of the duties performed by this position. Additional duties are performed by the individuals currently holding this position and additional duties may be assigned.</span><br><br></span></p>\n<p><em><span style=\"font-size: 10pt\">Arizona Autism Charter Schools, Inc. is an Equal Employment Opportunity Employer in compliance with Title VI of the Civil Rights Act of 1964, Civil Rights Act Title VII of 1972, Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990. Arizona Autism Charter Schools, Inc. does not discriminate on the basis of race, color, religion, national origin, sex, disability or age in employment or in any of its educational programs or in the provisions of benefits and services to students</span></em></p>",
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