Literacy Instructional Coach

Must Have:

Job Objective

The Literacy Instructional Coach is a member of the school’s Pedagogical Leadership Team, responsible for strengthening the quality of literacy instruction across the school. The role partners closely with teachers to enhance reading, writing, speaking, and listening through modelling, co-teaching, coaching cycles, and data-informed reflection.

This is a non-evaluative role, grounded in trust, collaboration, and professional growth. The coach builds teacher capacity, strengthens curriculum alignment, and supports authentic, inquiry-based literacy practices across subjects—ultimately improving student engagement, comprehension, fluency, and writing outcomes in alignment with IB and Cambridge philosophies.

Key Responsibilities

1. Instructional Leadership & Teacher Coaching

• Support teachers across grade levels through a structured coaching cycle, including:

  • Collaborative planning of reading and writing lessons

  • Modelling guided reading, shared reading, and writing workshops

  • Co-teaching to support differentiated literacy instruction

  • Classroom observations followed by reflective, data-informed feedback

• Mentor teachers in balanced literacy practices and inquiry-based, student-centred approaches.

• Support differentiation to meet the needs of diverse learners, including English language learners and advanced readers/writers.

• Collect evidence of instructional impact to inform whole-school professional learning priorities.

2. Literacy Assessment & Data-Informed Practice

• Lead the administration, analysis, and interpretation of Fountas & Pinnell Benchmark Assessment System (BAS) and other standardized literacy assessments.

• Support teachers in using assessment data to:

  • Design targeted guided reading groups and interventions

  • Track and monitor student progress over time

• Facilitate moderation of reading and writing assessments to ensure consistency across grades.

• Analyze diagnostic, formative, and summative data to identify trends, strengths, and areas for improvement at class, grade, and school levels.

• Promote the use of data dashboards and analytics to improve instructional practices.

3. Curriculum & Programme Development

• Collaborate with curriculum coordinators and school leaders to design, review, and refine the school-wide literacy curriculum for vertical alignment and coherence.

• Ensure literacy is meaningfully embedded within inquiry-based learning and subject contexts.

• Align literacy instruction with Approaches to Learning (ATL).

• Support best practices in reading and writing instruction, including:

  • Interactive read-alouds

  • Word study

  • Reading and writing workshops

• Curate and recommend high-quality literature, mentor texts, and instructional resources.

4. Professional Learning & Capacity Building

• Design, model, and facilitate professional development workshops on literacy practices.

• Lead Professional Learning Communities (PLCs) focused on literacy instruction and reflective practice.

• Support teachers in setting and achieving professional learning goals related to literacy pedagogy.

• Stay current with global literacy research, IB and Cambridge best practices, and developments in Fountas & Pinnell systems, and share insights with staff.

5. Community Engagement & Literacy Culture

• Support parent understanding of literacy learning through workshops, resources, and family literacy initiatives.

• Promote a school-wide culture of reading through events such as:

  • Literacy celebrations

  • Author visits

  • Book clubs

• Collaborate with the library/media team to ensure access to diverse, high-quality texts.

6. Professionalism & School Contribution

• Lead the strategic development and implementation of a school-wide literacy programme.

• Build positive, collaborative relationships with staff, students, and families.

• Model curiosity, adaptability, and lifelong learning.

• Perform other responsibilities as assigned by school leadership while upholding high standards of professionalism and role-specific excellence.