Literacy Coach

Thank you for your interest in working with Rome City Schools.We look forward to receiving your application.The purpose of the posting is to direct you to the Rome City Schools system website for current job postings and application information. Please go the web addresses listed in the following paragraph. Please refer to for additional information about our school system and for a listing of current vacancies and instructions for completing an electronic employment application.Perhaps there is no other career that provides more challenge and personal satisfaction than working with students. If you are interested in accepting the challenge and being a part of an exemplary team in a dynamic school system dedicated to our employees, students, and community then Rome City Schools is the place for you. InformationName: Buffi MurphyEmail: : 508 East Second Street Rome, Ga. 30161DEPARTMENT: CURRICULUM AND INSTRUCTION WORKDAYS: 195 Days REPORTS TO: Principal JOB SUMMARY: The Literacy Coach is responsible for aligning school priorities to the district vision for literacy and developing teachers aligned to the district's vision for literacy. Additionally, the Literacy Coach supports teachers in lesson preparation and planning, provides ongoing coaching through observations and feedback cycles resulting in increased alignment, quality, and frequency of students reading, writing, and discussing text.ESSENTIAL DUTIES AND RESPONSIBILITIES: Demonstrates prompt and regular attendance Provides professional leadership in developing, coordinating, and implementing the Rome City Schools literacy program in cooperation with the Assistant Superintendents, and Directors of Curriculum and Professional Development Possesses and demonstrates working knowledge of adult learning theory. Applies these theoretical principles to professional learning in elementary, middle, and high schools to build capacity in high-quality literacy instruction Collaborates with District Literacy Coordinator in the development and presentation of the literacy cycles of instruction, best practices, and data discussions Develops school literacy priorities aligned to the district vision for literacy; drives that vision forward with the school community Supports teachers in understanding effective literacy instruction and collaborates with members of the leadership team to ensure school-level priorities are aligned to support the literacy priorities Understands how the curricular materials fit into these visions and can communicate that to teachers Support schools in the development and monitoring of a local literacy plan Develops and maintains accurate records of literacy instruction and teacher performance via district-developed monitoring system Communicates with the building principal weekly to maintain the district and school vision for literacy achievement Assists in the selection, production, and use of instructional materials Works with teachers to grow their capacity in knowledge of most current research and strong pedagogical practices in the delivery of literacy instruction Monitors the implementation of the district's literacy program in classrooms; collects weekly documentation from classroom observations Provides teachers with instructional support in five areas: theory underlying instruction, demonstration of evidence-based strategies, observation of teachers practicing evidence-based strategies, feedback/reflection about instruction, and supporting collaboration Re-delivers professional learning for teachers and school staff concerning literacy initiatives and instructional focus; facilitates professional learning communities' sessions LESSON PREPARATION SUPPORT Develops knowledge and expertise in the literacy instructional ELA shifts to support teacher planning; provides professional learning in preparation protocol Supports teachers in improving their delivery of high-quality materials through targeted lesson preparation aligned to classroom observation trends. Helps shift the emphasis to student ownership of the learning Keeps abreast of current educational trends in literacy and informs district and school-level staff of current research and recommendations in literacy COACHING RESPONSIBILITIES Observes teachers in their classrooms frequently, using observation rubrics and an understanding of curricular materials Implements coaching cycle with fidelity Delivers feedback to teachers regularly, connecting instructional feedback to student performance Participates in ongoing professional growth opportunities to develop their own skills and knowledge Effectively identifies next steps for teachers that will have a meaningful impact on student learning Plans and executes coaching conversations with teachers that include praise, probe, practice, follow-up, and next steps Regularly reviews student work to help determine coaching support and reflect on progress as a school Leads teachers in the development and implementation of parent/caregiver engagement workshops for improved understanding of the district literacy programs and priorities Utilizes relevant data resources to conduct coaching discussions and supports for teachers and staff Exhibits a commitment to professional ethics and the school's mission, participates in professional growth opportunities to support student learning, and contributes to the profession Communicates effectively with students, parents or guardians, district and school personnel, and other stakeholders in ways that enhance student learning Assists with preparation and facilitation of monthly data team meetings and quarterly data roundtables Performs other tasks and assumes other responsibilities as assigned QUALIFICATIONS: Education/Certification: Possess a valid Georgia Teacher Certificate; Certification and/or highly qualified status in ELA is required. Four years of successful teaching experience. Master's Degree or higher preferred. Possess or be willing to obtain a coaching endorsement Such alternatives to the above qualifications as the Superintendent may find appropriate and acceptable Experience: At least four years of experience in elementary or secondary K-12 education in a related field Demonstrates effective written and verbal communication skills, as well as speaking and presentation skills Skills, Knowledge, Abilities: Must be able to read, analyze, and interpret information relevant to the position, including being able to speak effectively to small and large groups of people, and to communicate clearly and concisely both orally and in writing. Must be able to articulate the vision and mission for the district and provide appropriate direction, guidance, and management skills to achieve them The Board of Education and the Superintendent may accept alternatives to some of the above requirements.

Created: 2026-04-02