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

Under moderate supervision, the Teacher, Multi-Classroom Leader 1 (MCL1) intensively coaches 4-6 teachers using co-teaching, modeling, and small-group support. This includes weekly or bi-weekly coaching cycles with assigned teachers. The MCL1 leads a team of teachers and support staff responsible for multiple classrooms, ensuring co-teaching, modeling, and small-group instruction meet the principal's standards of excellence.

Responsibilities

• Establish annual goals for each team member, aligning teaching roles with individual strengths, content knowledge, and professional development goals.
• Organize the team to regularly review student progress and adjust instruction to improve learning outcomes.
• Collaborate with the team to implement new ideas and innovations that enhance teaching and learning.
• Be accountable for the learning and development of all teachers and students on the caseload and team.
• Provide feedback to the principal regarding team member selection, evaluation, and development.
• Perform school-based work to carry out Board of Education policies under the principal’s direction.
• Adhere to all state, federal, and local laws, policies, and procedures, including North Carolina Professional Teaching Standards and MCL Core Competencies.
• Lead the establishment of a highly effective Professional Learning Community (PLC) culture.
• Guide standards-aligned and curriculum-focused professional practices.
• Demonstrate expertise in assessment, data analysis, and action planning.
• Coach adults, provide feedback, differentiate support, lead change, and improve instructional practices and impact.
• Provide high-quality professional development.

Planning and Preparation

• Build team capacity to set high, ambitious, and measurable expectations for all students.
• Develop instructional tools and materials for team teachers to use across all classrooms.
• Clarify content and teaching processes verbally and through tools and materials.
• Backwards plan to align lessons, activities, and assessments; support curriculum internalization and implementation.
• Design assessments that accurately measure student understanding; model and practice teaching strategies.
• Analyze student work to determine appropriate next steps.

Classroom Environment

• Build team capacity to hold students accountable for high expectations of behavior and engagement.
• 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 and community organizations to extend student learning opportunities.
• Develop cross-curricular projects connecting multiple subjects and/or grade levels.

Instruction

• Ensure instructional strategies, assessments, and resources align with the school’s student achievement goals.
• Define high-quality instruction in collaboration with the school principal.
• Facilitate analysis and action planning around whole-school data with the Instructional Leadership Team (ILT).
• Hold students accountable for ambitious, measurable academic standards.
• Identify and address individual student learning needs.
• Support students in developing organizational and time-management skills.
• Engage students in their learning using a variety of influence techniques.
• Incorporate leveled questioning and discussion in student learning.

Professional Responsibilities

• Provide coaching support to teammates, building instructional capacity within the team of 4-6 teachers.
• 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 grounded in student outcomes and instructional evidence.
• Ensure high growth for students assigned to the team caseload.
• Follow the program framework for observing and providing feedback to the team.
• Solicit and receive feedback from supervisors and team members to improve professional skills.
• Lead the team in maintaining regular communication with families to ensure student success.
• Design scheduling for instructional time based on teacher skills and content knowledge.
• Allocate instructional tasks (lesson planning, large-group/small-group instruction, interventions, data analysis, grading) among team members based on strengths and professional goals.
• Model instructional tasks to support team development.
• Clarify and adjust team members' roles, providing feedback and developmental advice.
• Prepare team members for potential role changes and advancement opportunities.
• Provide feedback to the principal regarding team members' instructional performance.
• Participate in professional development opportunities at the school, district, and program levels.

Qualifications

• Must be in the CMS Teacher Leader Pathway Talent Pool as an MCL1.
• Comprehensive knowledge of curriculum principles, standards, and expectations in the assigned area.
• Ability to utilize data and information to make instructional decisions for students.
• Demonstrated understanding of learning styles, curriculum development, program evaluation, effective instructional strategies, classroom management, learning assessment, 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 adults to improve student achievement.
• Ability to set challenging goals and meet high performance standards despite barriers.
• Strong planning skills to reach goals and avoid problems.
• Ability to set clear expectations and hold others accountable for performance.
• Adaptability to changing requirements and ability to adjust tactics accordingly.
• Logical thinking and reasoning to define and administer effective lesson plans and course objectives.
• Ability to interpret technical instructions, school system policies, and procedures.
• Ability to maintain curriculum guidelines as established by the State and school system.
• Effective interaction with principals, co-workers, students, and parents.
• Problem-solving skills 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.
• Strong time management, including meeting deadlines, prioritizing projects, and planning start and end dates.

Education and Experience

• 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.
• NC Professional Educator’s License in the subject area and grade level appropriate to the school’s needs.
• Evidence of initiative and effective leadership/coaching of adults.
• Equivalent combination of education and experience may be considered.

Special Requirements

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

Pay

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

• Non-Title I School: $11,250 supplemental
• Title I School: $16,000 supplemental

Reports to the Principal. The normal place of work is on the premises used by Charlotte-Mecklenburg Schools, with the possibility of required travel to other locations.