SY 2026-2027 Title I - Grades 3 - 5 Literacy Coach

Position Details

EDGECOMBE COUNTY PUBLIC SCHOOLS This position is supported by federal grant funding and is approved for one fiscal year at a time. Continued employment is contingent upon annual grant renewal, availability of federal funds, programmatic needs, and employee performance. No expectation of continued employment beyond the current grant period is implied or guaranteed. If grant funding is reduced, expires, or is not renewed, the position may be discontinued. JOB DESCRIPTION POSITION Title I Grades 3–5 Literacy Coach REPORTS TO Director of Elementary Education SUMMARY The Title I Grades 3–5 Literacy Coach provides instructional leadership, coaching, and professional development to support high-quality literacy instruction and improved student achievement in grades 3–5 across Edgecombe County Public Schools. The Literacy Coach works collaboratively with school administrators, teachers, instructional leaders, and district personnel to strengthen the implementation of the North Carolina Standard Course of Study for English Language Arts and evidence-based literacy instructional practices. The Literacy Coach supports teachers through instructional coaching cycles, classroom modeling, collaborative planning, professional learning communities, and analysis of student achievement data. The position emphasizes strengthening foundational literacy skills, reading comprehension, vocabulary development, fluency, writing instruction, and differentiated instructional practices to meet the needs of diverse learners. The Literacy Coach supports the implementation of Title I instructional initiatives and district literacy priorities to ensure that all students have access to rigorous, effective, and equitable literacy instruction. ESSENTIAL DUTIES AND RESPONSIBILITIES Essential duties and responsibilities include, but are not limited to, the following: Planning and Preparation Collaborate with district and school leadership to establish measurable literacy improvement goals aligned with district priorities, school improvement plans, and Title I program objectives. Support teachers in developing standards-aligned literacy lessons, instructional units, and assessments based on the North Carolina Standard Course of Study for English Language Arts. Assist teachers with planning effective instruction in reading comprehension, vocabulary, fluency, word recognition, writing, and language development. Support the implementation of evidence-based literacy practices aligned with the Science of Reading and North Carolina literacy initiatives. Collaborate with teachers to identify instructional needs and develop differentiated strategies that address varying student readiness levels. Assist teachers in developing intervention and enrichment plans based on student performance and instructional needs. Support vertical alignment of literacy instruction across grades 3–5 and connections to foundational skills developed in earlier grades. Assist with selecting and implementing appropriate instructional materials, resources, and technology to strengthen literacy instruction. Classroom Environment Support teachers in establishing literacy-rich classroom environments that promote reading engagement, academic discussion, critical thinking, and student independence. Model instructional practices that encourage student participation, collaboration, and meaningful engagement with grade-level texts. Assist teachers with implementing classroom routines and instructional structures that maximize literacy learning time. Promote a culture of high expectations in which all students are supported in developing confidence and proficiency in reading and writing. Support inclusive instructional environments that address the academic, linguistic, and developmental needs of all learners. Instruction Provide ongoing, job-embedded instructional coaching to teachers in grades 3–5 through classroom observations, co-planning, modeling, co-teaching, and reflective feedback. Facilitate coaching cycles focused on improving literacy instructional practices and student learning outcomes. Model evidence-based literacy instruction, including explicit instruction, guided practice, vocabulary development, comprehension strategies, and writing across content areas. Support teachers in using diagnostic, formative, benchmark, and summative assessment data to identify literacy strengths and areas of need. Assist teachers in analyzing End-of-Grade (EOG) reading assessment results and other relevant literacy performance measures to guide instructional decisions. Collaborate with teachers to develop targeted interventions for students performing below grade-level expectations. Support teachers in differentiating instruction for multilingual learners, students with disabilities, academically gifted students, and students requiring additional academic support. Facilitate data-driven instructional conversations that result in measurable changes to classroom instruction. Assist teachers in implementing effective small-group literacy instruction and intervention strategies. Monitor the effectiveness of instructional strategies and support teachers in making necessary adjustments to improve student achievement. PROFESSIONAL AND SUPERVISORY RESPONSIBILITIES Collaborate with the Director of Elementary Education, school administrators, and other district instructional leaders to support districtwide literacy improvement efforts. Plan, coordinate, and facilitate professional development focused on evidence-based literacy instruction, assessment practices, and instructional improvement. Support professional learning communities by facilitating collaborative planning, examination of student work, and analysis of student achievement data. Build teacher capacity through individualized coaching, professional reflection, and ongoing instructional support. Maintain coaching documentation, including coaching goals, instructional support provided, and evidence of progress toward identified instructional outcomes. Participate in district literacy meetings, instructional leadership meetings, and professional learning opportunities. Collaborate with school leadership to identify instructional trends and recommend professional development or instructional support. Assist in monitoring the implementation and effectiveness of Title I-funded literacy initiatives and instructional resources. Provide regular updates to district leadership regarding coaching activities, instructional trends, and progress toward literacy improvement goals. Maintain confidentiality and establish positive, professional relationships with teachers and school administrators. Provide non-evaluative instructional feedback designed to strengthen teacher effectiveness and student outcomes. Remain current on literacy research, state instructional standards, and evidence-based instructional coaching practices. Perform other related duties as assigned. QUALIFICATIONS Bachelor's degree or higher from a regionally accredited college or university. Hold or be eligible to hold a valid North Carolina Professional Educator's License in Elementary Education or a related instructional area. Minimum of five (5) years of successful teaching experience, preferably including grades 3–5. Demonstrated knowledge of the North Carolina Standard Course of Study for English Language Arts. Demonstrated knowledge of evidence-based literacy instruction, including the Science of Reading, reading comprehension, vocabulary, fluency, and writing development. Evidence of successful instructional practices and positive student academic growth. Experience analyzing student assessment data and using results to guide instructional planning. Experience facilitating professional development, collaborative planning, or instructional coaching. Strong communication, collaboration, organizational, and problem-solving skills. Ability to establish and maintain effective professional relationships with teachers, administrators, and district personnel. Knowledge of instructional technology and its effective integration into literacy instruction. Preferred Qualifications Master's degree in Elementary Education, Reading Education, Curriculum and Instruction, or Educational Leadership. Reading-related licensure or certification. Experience serving as a literacy coach, instructional coach, teacher leader, or professional development facilitator. Experience supporting Title I schools and students with diverse academic needs. Demonstrated success in improving reading achievement and supporting teacher instructional growth. HOURS Full-time, twelve (12) month position. Compensation based on the applicable North Carolina teacher salary schedule, with an additional ten percent (10%) teacher salary supplement paid monthly. Regular work schedule established by Edgecombe County Public Schools. Position requires travel between assigned schools and district locations as necessary. Before-school, after-school, and summer professional development commitments as necessary. Participation in district planning, professional development, and instructional improvement activities throughout the twelve-month employment period.