Teacher, Expanded Impact Teacher 3/Exchange/EOY(26-27 SY)

Under moderate supervision and with the support of a Multi-Classroom Leader, the Expanded Impact Teacher 3 (EIT3) expands their reach to impact more students by taking on at least 3 additional instructional leadership responsibilities beyond those of a typical teacher, aligned with student outcomes in the School Improvement Plan. This role involves planning, preparing, and delivering instruction, monitoring student progress, and coaching 1-2 teachers. The EIT3 collaborates with a team of educators to review student progress and adjust instruction to ensure improved learning outcomes for every child.

Responsibilities

• Adhere to all state, federal, and local laws, policies, and procedures.
• Planning and Preparation
  • Set high, ambitious, and measurable expectations for student achievement.
  • Backwards plan to align lessons, activities, and assessments in designated subject(s).
  • Design enriched instruction addressing appropriate Depth of Knowledge questioning and personalized learning.
  • Create assessments that accurately measure student progress.
  • Use student data to design interventions that improve achievement across multiple classrooms.
• Classroom Environment
  • Hold students accountable for high expectations of behavior and engagement.
  • Develop the capacity of coached teacher(s) to maintain high expectations.
  • Create environments conducive to collaborative and individual learning.
  • Establish a culture of respect, enthusiasm, and rapport.
• Leadership
  • Design or lead schoolwide initiatives.
  • Serve on curriculum development or assessment committees.
  • Partner with parents and community organizations to extend student learning opportunities.
  • Develop cross-curricular projects connecting multiple subjects and/or grade levels.
• Instruction
  • Hold students accountable for ambitious, measurable academic standards.
  • Identify and address individual student learning needs.
  • Support students' organizational and time-management skills.
  • Use varied strategies to engage students in learning.
  • Incorporate leveled questioning and discussion in instruction.
  • Tailor small group and individual instruction to meet diverse student needs.
  • Monitor and analyze student assessment data.
  • Create structures to communicate student progress.
  • Develop the capacity of coached teacher(s) in all instructional responsibilities.
• Professional Responsibilities
  • Maintain high growth for assigned students.
  • Informally mentor and lead peers in instructional planning and differentiation.
  • Solicit and apply feedback from supervisors, coached teachers, and team members.
  • Maintain regular communication with families and collaborate with them.
  • Collaborate with staff responsible for the same students' learning.
  • Participate in professional development opportunities.
• Teach at least 20% more students than other classrooms of the same grade or subject at the school.
• Choose 3 additional formal instructional leadership responsibilities (determined by school data and supervisor):
  • Lead Professional Learning Communities (PLC).
  • Lead data analysis and responsive planning.
  • Instruct additional small groups of students.
  • Serve as a model classroom for teacher observations.
  • Mentor beginning teachers.
  • Serve as a committee lead (e.g., Instructional Leadership Team, School Improvement Team).
  • Lead whole-staff or team professional development.
  • Support Multi-Tiered System of Supports (MTSS).
• Perform other duties as assigned by the supervisor and approved by the Department of Teacher Leadership.

Requirements

• Must be in the CMS Teacher Leader Pathway Talent Pool as an EIT3.
• Bachelor’s degree required.
• At least 3 years of prior teaching experience, with 2 years demonstrating high-growth student outcomes in relevant subjects.
• NC Professional Educator’s License in the subject area and grade level appropriate to the school’s needs.
• Evidence of initiative and leadership of adults.
• Must coach 1-2 teachers and have dedicated weekly release time for coaching.
• Must be the teacher of record for a classroom and teach at least 50% of the day.
• Must possess and maintain a valid driver’s license or provide own transportation for travel to district buildings and professional meetings.

Skills

• Comprehensive knowledge of curriculum principles, standards, and expectations in assigned area.
• Ability to utilize data and information to make instructional decisions for students.
• Understanding of learning styles, curriculum development, program evaluation, instructional strategies, classroom management, and learning assessment.
• Knowledge of the subject matter being taught.
• Technology proficiency and knowledge of digital learning (may be required for certain assignments).
• Excellent computer and reporting skills.
• Ability to lead and coach adults to improve student achievement.
• Ability to set and achieve challenging goals despite barriers.
• Strong planning and problem-solving skills.
• Ability to set clear expectations and hold others accountable.
• Adaptability to changing situations and requirements.
• Logical thinking and reasoning to define and administer effective lesson plans.
• Ability to interpret technical instructions, policies, and procedures.
• Ability to maintain curriculum guidelines as established by the state and school system.
• Strong interpersonal skills to interact effectively with principals, coworkers, students, and parents.
• Ability to manage sensitive or conflict-related problems.
• Effective instructional methods, including lectures and demonstrations.
• Ability to interpret and use assessment results.
• Ability to work confidentially and with discretion.
• Strong time-management skills to meet deadlines and prioritize projects.

Pay

Full-time, 10-month position with supplemental pay:

• Non-Title I School: $6,750 supplemental.
• Title I School: $9,000 supplemental.