Job Details

Early Literacy & Structured Literacy Coach

The District Early Literacy & Structured Literacy Coach provides district-level leadership focused on early literacy development, the implementation of the science of reading, and structured literacy practices in grades K3. This role is dedicated to strengthening foundational reading skills, developing fluency, and providing evidence-based literacy instruction aligned with Georgia standards and state literacy priorities. This position is distinct from grade-band ELA coaching roles. While the primary focus is early literacy (K3), the role supports vertical alignment of literacy expectations across grade levels to ensure long-term coherence and proficiency.

The District Early Literacy & Structured Literacy Coach supports district priorities by:

• Leading implementation of the science of reading and structured literacy practices
• Strengthening foundational reading instruction (phonemic awareness, phonics, fluency, vocabulary, comprehension)
• Monitoring early literacy assessment trends
• Supporting leadership calibration related to literacy rigor and alignment
• Designing professional learning specific to early literacy development

This is a non-supervisory coaching position focused on capacity-building, instructional modeling, and system alignment.

The following statements describe the general nature and scope of work performed in this role. This is not an exhaustive list of responsibilities:

• Provide district-wide leadership in early literacy and structured literacy implementation
• Support the fidelity of science of reading practices in K3 classrooms
• Lead job-embedded coaching cycles focused on foundational reading instruction
• Model evidence-based early literacy instructional strategies
• Support the development and refinement of foundational skills instructional resources
• Analyze literacy data (screeners, fluency measures, benchmark assessments, Common Assessments) to identify trends and gaps
• Partner with gradeband leaders to strengthen K3 literacy monitoring systems
• Facilitate professional learning aligned to structured literacy and fluency development
• Support alignment between early literacy practices and upper-grade literacy expectations
• Contribute to vertical alignment conversations with 4-12 ELA leaders as needed
• Participate in Instructional Leadership Summits to calibrate literacy expectations
• Document coaching interactions and track impact trends

This position has no formal supervisory responsibilities.

To perform the job successfully, an individual should demonstrate the following competencies:

• Early Literacy Expertise: Deep knowledge of the science of reading, structured literacy, and foundational skill development.
• Data-Driven Decision Making: Uses screening and benchmark data to guide instructional improvement.
• Coaching & Adult Learning: Builds trusting coaching relationships and facilitates meaningful professional learning.
• Systems Alignment: Understands vertical literacy progression and supports coherence across grade levels.
• Professionalism: Maintains integrity, confidentiality, and alignment to district instructional priorities.

Minimum Required Qualifications:

• Bachelor's Degree required; Master's Degree preferred
• Valid Georgia teaching certificate
• Minimum 5 years of successful classroom teaching experience, with experience in early literacy instruction
• Demonstrated expertise in the science of reading and structured literacy practices

Other Required Qualifications:

• Pedagogical knowledge content being taught, and the ability to apply critical thinking
• Knowledge of state content standards and ability to align those with GCA's chosen curriculum, academic supplements, and reinforcement supports
• Understanding of the interdependency of deadlines on multiple projects and being able to act to preserve the integrity of other people's deadlines
• Ability to work independently, typically 40+ hours per week
• Ability to maintain teacher certification/professional development hours and fluency in all school systems, programs, and curriculum as applicable
• Ability to communicate well with school personnel, parents, students, and cabinet office staff while complying with the confidentiality requirements in local, state, and federal policies
• Ability to inspire teachers and school staff to meet school improvement initiatives and goals
• Ability to display a professional attitude in working with school personnel and parents
• Must be able to manage large volumes of paperwork and maintain adequate records
• General knowledge of computers, computer commands, peripherals, and various operating systems
• Experience using search engines (Internet) for research projects
• Desire to research and learn new technology skills and platforms
• Demonstrate initiative and the ability to handle multiple tasks simultaneously
• Ability to interact positively with teachers, administrators, and support staff
• Possess knowledge of the school improvement process
• Must be an advocate for virtual learning and believe in the mission of Georgia Cyber Academy
• Knowledge of state and federal laws, and other pertinent laws regarding K-12 Education, as they relate to applicable duties
• Knowledge of GaDOE CCRPI Proficiency
• Proficiency in using computer-based software and online resources to develop training materials
• Ability to read and interpret student academic data and educational reports
• Familiarity with online learning environment
• Experience working with diverse student populations
• Advanced/Proficient in MS Excel, MS Word, MS PowerPoint, Project, Visio, OneNote, and G-Suite
• Ability to rapidly learn and adapt to new technologies and teaching platforms
• Ability to manage competing priorities with attention to deadlines
• Strong critical thinking, planning, and writing skills
• Ability to work independently as well as collaborate and communicate effectively within a team
• Ability to manage multiple projects within established deadlines
• Dependable, able to work under pressure and meet deadlines as required
• Demonstrates strong interpersonal skills using tact, patience, and courtesy
• Excellent organization skills, including the ability to incorporate methods and build systems that can be used across the district
• Excellent presentation and public speaking skills
• Excellent written and verbal communication skills
• Strong work ethic and self-motivation
• Ability to be flexible and adaptive to ensure excellent student outcomes
• Ability to problem-solve independently and have a high level of organization
• Outstanding attention to detail
• Maintain a professional home office without distraction during the 8 AM - 4 PM workday when working from home
• Consistent access to reliable high-speed internet
• Valid driver's license and availability of private transportation
• Ability to travel 25% of the time as required

Desired Qualifications:

• Advanced Degree in Education or related field of study
• Leadership degree, endorsement, or similar additional certification
• Gifted, Special Education, and/or ESOL certifications
• Proficient/Advanced with Canvas (LMS)
• Proficient/Advanced in the use of the Zoom conferencing tool
• Three (3) years of virtual educational environment experience
• Previous experience as an online educator
• Previous experience with online educational tools/curriculum/assessments

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. This is primarily a Monday through Friday, 8 AM to 4 PM, 5 days/week, home-based position that may require traveling up to 25% of the time. During critical periods, in-office days may be required. The office noise level is usually moderate (computers, printers, and light foot traffic). In-person attendance at professional development, training, conferences, job fairs, meetings, school events, marketing events, and testing sites will be required several times per year. Light lifting required. The above job description is not an all-inclusive list of duties and standards for the position. Incumbents will follow any other instructions and perform any other related duties, as assigned by their supervisor. All employment is "at-will" as governed by the law of the state where the employee works. It is further understood that the "at-will"