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 responsible for multiple classrooms in co-teaching, modeling, and small-group instruction aligned with the principal’s standards of excellence. The MCL1 establishes annual goals for each team member, determines how students spend instructional time, and organizes teaching roles to match each teacher’s 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 for every child. The MCL1 collaborates with the team, leveraging new ideas and innovations to improve teaching and learning. The MCL1 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 so the MCL1 can perform all instructional responsibilities. The MCL1 also provides feedback to the principal regarding selection, evaluation, and development of the team.

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 of 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.
• Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Knowledge, Skills, Abilities

• Comprehensive knowledge of curriculum principles, standards, and expectations in the assigned area.
• Comprehensive knowledge of how to use appropriate data and information to make instructional decisions for students.
• Demonstrated knowledge and understanding of 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 and 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.

Essential Functions

• 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.
• Build capacity in team members to 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 clarifies content and the 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 plans 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.
• Provide coaching support to teammates, building instructional capacity in the team of 4–6 teachers on the MCL1 caseload.
• Conduct regular walkthroughs or observations focused on instructional practices, following the Teacher Leader Pathway and school program framework.
• Facilitate whole-school data analysis as a member of the ILT.
• Use data to provide evidence-based feedback.
• Set clear, teacher-driven goals that are specific, measurable, and grounded in student outcomes and instructional evidence.
• Maintain high growth with students assigned to the team caseload.
• Follow the program framework for observing and providing feedback to the team of teachers on the caseload.
• Solicit and receive feedback from supervisor and team members to improve professional skills.
• Lead the team to maintain regular communication with families and work collaboratively with them to ensure student success.
• Design scheduling for how students spend instructional time based on the instructional skills and content knowledge of teachers on the team.
• Allocate instructional process elements (lesson planning, large-group instruction, small-group instruction, individual interventions, data analysis, grading, etc.) among a team of teachers based on teacher strengths, content knowledge, and professional-development goals.
• Model instructional tasks to aid team development.
• Clarify and adjust team members’ roles and provide feedback, developmental advice, and assignments to develop their effectiveness.
• Prepare team members for potential role changes and for increasing job opportunities for team teachers who are ready to advance.
• Provide feedback to the principal concerning team members’ instructional performance.

Special Requirements

• The MCL position is fully released from the classroom.
• Possess and maintain a valid driver’s license or ability to provide own transportation.
• Travel to school district buildings and professional meetings may be required.