Primary English Literacy Coach

According to the International Reading Association, “coaching” is an “ongoing consistent support

to teachers for the implementation and instruction components. It is nonthreatening and
supportive, not evaluative. It gives a sense of how good professional development is. It also
affords the opportunity to see it work with students” (Shaw, 2007).

This is a leadership role that includes the following dimensions:

-Support the development of high-quality/effective Balanced Literacy Programme PK-4.

- Lead the implementation of the Reading and Writing Workshop in levels K-4.
-Support individual teachers through the revision of the English Planning, teach and co-teach in
order to model strategies and techniques for teachers.
-Observe instructional delivery and provide feedback to enhance and support the development
of each teacher.
-Plan strategically (based on needs) and implement the Professional Development plan regarding
the Balanced Literacy Programme.
- Ensure the implementation of the English Language Curriculum, including phonics, punctuation
and grammar, as well as a focus on specific writing structures.
-Support best practices in using data, provide analysis of school-wide trends in instruction, and
make recommendations about potential next steps to address areas of need.
- Analyse data in order to modify curriculum and forms of assessment to meet students' needs
-Work collaboratively with Teachers, Academic Coordinator and Head of Section to ensure that
every student is able to reach his or her academic potential.
-Collaborate in the implementation of the Language Policy in Primary.

Reports to:
Primary Academic Coordinator

Position Profile:

Abilities
Responsibility
Empathy and commitment to understanding the needs of others
Openness and appreciation of diversity
Critical thinking and self-critical capacity
Creativity and innovation
Ability to work in a team
Ability to lead and unite high-performance teams
Ability to delegate and build empowered and autonomous teams
Ability to identify, develop and improve talents
Good crisis management
Effective communication
Good conflict management and mediation skills
Planning, organization and time management
Analytical thinking

Technical Knowledge and Skills

Desirable competencies:
Experience and knowledge of the International Baccalaureate.
Experience and knowledge of the Reading and Writing Workshop.
Experience and knowledge of the UK and Chile curriculums, specifically with regards to
grammatical and writing requirements.
Experience: At least three years of classroom work with excellent results.
Languages: English at the CAE level.