Teacher, Multi-Classroom Leader 1/ (26-27)

About the role

The Teacher, Multi-Classroom Leader 1 (MCL1), under moderate supervision, is expected to intensively coach 4-6 teachers and use co-teaching, modeling, and small groups to support students. Intensive coaching includes weekly or bi-weekly coaching cycles with assigned teachers. The MCL1 is also responsible for leading a team of teachers and other support staff responsible for multiple classrooms in co-teaching, modeling, and small group instruction that meet the principal's standards of excellence.

Responsibilities

• Establish goals for each team member at least annually, determine how students spend time and organize teaching roles to fit each teacher's strengths, content knowledge and professional development goals.
• Organize the team to regularly review student progress and adjust instruction to ensure increased learning outcomes for every child.
• Work collaboratively with the team, using the team's new ideas and innovations to improve teaching and learning.
• Be accountable for the learning and development of all the teachers and students on his/her caseload and team.
• Be provided with daily coaching and preparation time so they can perform all instructional responsibilities that are expected.
• Provide feedback to the principal in choosing, evaluating and developing the team.

Qualifications

• Must be in the CMS Teacher Leader Pathway Talent Pool as an MCL1.
• Salary/Status: Certified, Schedule/Full-time, 10 months, Non-Title I School: $11,250 supplemental, Title 1 School: $16,000 supplemental.
• Reports To Principal.

Essential Functions

• Adhere to all state, federal, and local laws, policies, and procedures.
• Adhere to the North Carolina Professional Teaching Standards MCL Core Competencies.
• Lead the establishment of a highly effective PLC culture.
• Lead standards-aligned and curriculum focused professional practices.
• Understand assessment, data analysis, and action planning.
• Provide quality professional development.

Planning And Preparation

• Build capacity in team members to set high expectations of achievement that are ambitious and measurable for all students taught by the team.
• Create instructional tools and materials that team teachers use in all classrooms.
• Set direction, verbally and with tools and materials, that clarify content and teaching process.
• Backwards plan to align all lessons, activities and assessments; support internalization and implementation of grade level curriculum design.
• Assess that accurately assess student understanding; model and practice teaching strategies; analyze student work to determine appropriate next steps.

Classroom Environment

• Hold students accountable for high expectations of behavior and engagement that are ambitious and measurable.
• Create physical 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, community organizations to extend student learning opportunities.
• Develop cross-curricular projects that connect multiple subjects and/or grade levels.

Instruction

• Ensure that instructional strategies, assessments, and resources all align with the school's student achievement goals.
• With the school principal, define what high-quality instruction looks like across the team.
• In collaboration with the ILT, facilitate analysis and action plan around whole school data and results.
• Hold students accountable for ambitious, measurable standards of academic achievement.
• Identify and address learning needs of individual students.
• Support the development of students' organizational and time-management skills.
• Incorporate leveled questioning and discussion in student learning.

Knowledge, Skills, Abilities

• Comprehensive knowledge of the principles, standards, and expectations of curriculum in assigned area.
• Comprehensive knowledge of how to utilize appropriate data and information to make instructional decisions for students.
• Demonstrated knowledge and understanding of various learning styles, curriculum development and program evaluation, effective instructional strategies, classroom management, learning assessment and diagnosis, and research related to learning.
• 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.
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• Excellent computer and