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

About the role

The Teacher, Multi-Classroom Leader 1 (MCL1), under moderate supervision, intensively coaches 4–6 teachers and uses co-teaching, modeling, and small groups to support students. Intensive coaching includes weekly or bi-weekly coaching cycles with assigned teachers. The MCL1 leads a team of teachers and support staff responsible for multiple classrooms, establishing goals for each team member at least annually, organizing how students spend instructional time, and aligning roles to teachers’ strengths, content knowledge, and professional development goals. The MCL1 organizes the team to regularly review student progress and adjust instruction to ensure increased learning outcomes. The MCL1 collaborates with the team to incorporate new ideas and innovations that improve teaching and learning, and is accountable for the learning and development of all teachers and students on the caseload and team. Daily coaching and preparation time must be provided to enable all instructional responsibilities.

Responsibilities

• Adhere to all state, federal, and local laws, policies, and procedures.
• Adhere to the North Carolina Professional Teaching Standards and 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.
• Coach adults, provide feedback, differentiate support, lead changes, influence others, and improve practices and impact.
• Provide quality professional development.
• Set high expectations of achievement that are ambitious and measurable for all students taught by the team.
• Establish methods and 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 assessments that accurately assess student understanding; model and practice teaching strategies; analyze student work to determine appropriate next steps.
• 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.
• 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 that connect multiple subjects and/or grade levels.
• Ensure that instructional strategies, assessments, and resources 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 planning 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.
• Invest students in their learning using a variety of influence techniques.
• Incorporate leveled questioning and discussion in student learning.

Qualifications

• Must be in the CMS Teacher Leader Pathway Talent Pool as an MCL1.
• Bachelor’s degree required.
• At least 4 years of prior teaching experience with 2 years demonstrated evidence of high-progress student outcomes in relevant subjects required.
• NC Professional Educator’s License in the subject area and grade level appropriate to the school’s needs required.
• Evidence of initiative and effective leadership/coaching of adults required.

Knowledge, Skills, and 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.
• Ability to effectively lead/coach other adults to improve student achievement.
• Ability to set challenging goals and reach a high standard of performance despite barriers.
• Ability to plan ahead in order to reach goals and avoid problems.
• Ability to set clear expectations and hold others accountable for performance.
• Ability to adapt one’s approach to the requirements of a situation and to change tactics.
• Ability to apply logical thinking or reasoning to define and administer effective lesson plans and course objectives.
• Ability to interpret technical instructions and school system policies and procedures.
• Ability to maintain curriculum guidelines or requirements as established by the State and school system.
• Ability to effectively interact with principals, co-workers, students, and parents.
• Ability to solve problems involving sensitivity or conflict.
• Ability to use and apply methods of effective instruction, including lecture and demonstration.
• Ability to interpret and use assessment results.
• Ability to work confidentially and with discretion.
• Ability to manage time, meet deadlines, prioritize projects, plan starting and ending deadlines, and successfully bring closure to projects.

Education and Experience

• Bachelor’s degree required.
• At least 4 years of prior teaching experience with 2 years demonstrated evidence of high-progress student outcomes in relevant subjects required.
• NC Professional Educator’s License in the subject area and grade level appropriate to the school’s needs required.
• Evidence of initiative and effective leadership/coaching of adults required.