Literacy Coach P-6 (SSRCE)

The South Shore Regional Centre for Education (SSRCE) practices the culturally responsive pedagogy approach in providing an inclusive, diverse, equitable, safe and healthy education that supports learning and success both personally and academically to the 59,000 residents of Lunenburg and Queens Counties, an area of 5,250 square kilometres and a total of 23 schools.

Regional Centres for Education have Employment Equity Policies and/or processes and we actively encourage applications from under-represented groups, particularly people of African Nova Scotian, African Canadian and African ancestry and Mi’kmaw/Indigenous ancestry. Please ensure you complete the self-identification portion on the position application.

Requsition#:

91043

Position:

Literacy Coach P-6 (SSRCE)

Subject Area(s):

Literacy

Location:

SSRCE

Status:

100% Permanent

Start/End Dates:

Effective August 1, 2026

Deadline to Apply:

May 21, 2026 at 11:59pm AST

The overall purpose of the position is to enhance instructional effectiveness and positively impact student learning, achievement, and well-being across the P-12 system. The coach is responsible for providing student‑focused, collaborative support to teachers through classroom and virtual (synchronous and asynchronous) coaching. The coach strengthens instructional practice by engaging teachers in reflective dialogue, modeling high-leverage practices, and using student evidence to inform instructional decision-making.

Qualifications:

• Education: Master’s degree (completed or in-progress) in Literacy, Leadership, Curriculum, or a related field.

• Experience: 5+ years of recent P–6 teaching experience, specializing in literacy acquisition and MTSS frameworks. Expert in administering comprehensive literacy assessments and translating data into evidence-based, responsive instructional strategies.

Key Responsibilities

1. Professional Collaboration & Collective Efficacy

• Coaches will engage in structured, purposeful collaboration with teachers, regional teams, system partners, and EECD to improve student achievement.

• Coaches will build trust and collegial relationships with teachers that result in increased ownership of student learning.

• Coaches will facilitate reflective conversations to deepen understanding of curricular expectations and co‑create instructional goals.

• Coaches will enhance professional learning communities at both school and regional levels, including supporting Student Success Plans (SSPs).

• Coach, model, and provide professional learning in evidence-based literacy practices, covering foundational skills (phonemic awareness, phonics, fluency) and higher-level skills (comprehension, vocabulary, writing).

• Collaborate with teachers to design, co-teach, and refine literacy lessons integrating structured literacy, metalinguistic awareness, and disciplinary literacy.

• Model and promote effective instructional routines, including Read Aloud/Think Aloud, Shared Reading, Small-Group Reading, Writing Workshop, and Word Study.

• Provide high-quality resources, such as lesson frameworks, anchor charts, exemplar texts, and rubrics aligned with curriculum outcomes.

2. Classroom**‑**Embedded Coaching & Collaboration

• Coaches will work directly in classrooms with teachers to strengthen instructional design and pedagogy through co‑planning, co‑assessing, co‑teaching, and modeling effective instructional practice.

• Coaches will support responsive instruction that addresses the needs of all learners.

• Coaches will model evidence‑informed instructional practices aligned with Tier 1 instruction.

• Support the implementation of the Nova Scotia English Language Arts curriculum (P–6) with fidelity and consistency.

• Ensure strong Tier 1 instruction aligned with the MTSS framework, while supporting planning for Tier 2 and Tier 3 interventions.

• Align expectations and curricular outcomes across school and grade levels through both horizontal and vertical planning.

• Maintain knowledge of Nova Scotia Teaching Standards and stay current with research in literacy and disciplinary practices.

3. Assessment, Data, & Intervention

• Coaches will utilize provincial, regional, and school‑based data to inform coaching priorities.

• Coaches will support teachers in using assessment evidence to guide instructional planning and next steps.

• Coaches will support the use of data to identify and respond to student learning needs within Tier 1 instruction.

• Guide teachers in using literacy screeners, benchmark assessments, and short-cycle data to inform instruction and intervention.

• Facilitate Collaborative Learning Team (CLT) discussions centered on student work, assessment evidence, and instructional responses.

• Help educators identify student strengths and gaps using data to plan responsive, targeted instruction.

4. Virtual Coaching & Collaboration

• Coaches will mentor teachers through virtual platforms using effective pedagogies and high‑leverage practices.

• Coaches will collaborate with teachers online to analyze student evidence and refine instructional strategies.

• Coaches will use Resource Hub analytics to monitor engagement and inform coaching supports.

5. Professional Learning Design

• Coaches will design and facilitate professional development aligned with provincial and regional instructional priorities.

• Contribute to a shared, system-wide bank of literacy resources, strategies, and exemplars.

• Integrate technology skills into the classroom and professional environments to enhance learning.

6. Contacts

• Coaches will collaborate with teachers, administrators, school‑based teams, regional teams, and EECD partners to align coaching efforts with student learning priorities.

7. Innovation

• Coaches will design and adapt instructional coaching approaches and contribute to the continuous improvement of the provincial asynchronous Resource Hub.

• Coaches will leverage emerging digital tools and resources to enhance teaching and learning effectiveness.

• Perform other related duties as required to support the school and region

Only shortlisted applicants will be contacted.

SECURITY CHECKS:

The South Shore Regional Centre for Education requires that all newly hired employees provide a satisfactory Child Abuse Register Check and Criminal Record / Vulnerable Sector Checks. If you have current checks that are less than 3 months old you can attach these checks to your application / resume.

To apply, please complete the online application and attach a current resume, along with 3 professional references. (Please note: Failure to include references may cause delay in processing your application.)

We thank you for your interest in the posted vacancy.

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