Teacher, Expanded Impact Teacher 4/ (26-27)

Under moderate supervision and with the support of a Multi-Classroom Leader, the Expanded Impact Teacher 4 (EIT4) expands their reach to impact more students by taking on 3-4 additional instructional leadership responsibilities above those of a typical teacher, aligned with student outcomes in the School Improvement Plan. This role involves planning, preparing, and delivering instruction, as well as monitoring student progress to determine instructional needs. The EIT4 coaches a caseload of 3 teachers and collaborates closely 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 teachers to do the same.
  • Create classroom 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 the development of students' organizational and time-management skills.
  • Use a variety of strategies to engage students in their learning.
  • Incorporate leveled questioning and discussion in student learning.
  • Tailor small group and individual instruction to meet diverse student needs.
  • Monitor and analyze student assessment data.
  • Create structures to communicate student progress effectively.
• Professional Responsibilities
  • Maintain high growth with students assigned to the EIT4.
  • 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 other staff responsible for the same students' learning and development.
  • Participate in professional development opportunities.
• Teach at least 20% more students than other classrooms of the same grade level or subject area at the same school.
• Choose 3 additional formal instructional leadership responsibilities from the following (combination based on school data and supervisor determination):
  • Lead PLC
  • Lead data analysis and responsive planning
  • Instruct/Tutor additional small groups of students
  • Serve as a model classroom for other teachers to observe
  • Beginning Teacher Mentor
  • Committee Lead (ILT, SIT)
  • Lead Professional Development (PD)
  • Multi-Tiered System of Supports (MTSS)
• Other duties as assigned by supervisor and approved by the Department of Teacher Leadership.

Requirements

• Must be in the CMS Teacher Leader Pathway Talent Pool as an EIT4/MCL1.
• Bachelor’s degree required.
• At least 3 years of prior teaching experience with at least 2 years of demonstrated evidence of 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.
• Comprehensive knowledge of curriculum principles, standards, and expectations in assigned area.
• Ability to utilize data to make instructional decisions for students.
• Demonstrated knowledge 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/coach other adults to improve student achievement.
• Ability to set and meet 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, school system policies, and procedures.
• Ability to maintain curriculum guidelines as established by the State and school system.
• Strong interpersonal skills to interact effectively with principals, co-workers, students, and parents.
• Ability to manage sensitive or confidential situations with discretion.
• Time management skills to meet deadlines and prioritize projects.

Qualifications

Equivalent combination of education and experience may be considered.

Special Requirements

• Must coach 3 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.
• Required to teach at least 20% more students than other classrooms of the same grade level or subject area at the same school.
• Possess and maintain a valid driver’s license or provide own transportation for travel to school district buildings and professional meetings.

Pay

• Full-time, 10-month position.
• Non-Title I School: $11,250 supplemental salary.
• Title I School: $16,000 supplemental salary.

Schedule

Full-time, 10 months.