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

About the Role

The Teacher, Multi-Classroom Leader 1 (MCL1) intensively coaches 4-6 teachers and uses co-teaching, modeling, and small groups to support students. The MCL1 leads a team of teachers and support staff responsible for multiple classrooms, ensuring high standards of excellence. Responsibilities include establishing annual goals for team members, organizing teaching roles based on strengths and professional development goals, and regularly reviewing student progress to adjust instruction. The MCL1 collaborates with the team to improve teaching and learning and is accountable for the development of all teachers and students on their caseload. Daily coaching and preparation time are provided to fulfill instructional responsibilities.

The MCL1 also provides feedback to the principal regarding team member evaluation and development and performs school-based work under the direction of the principal.

Responsibilities

• Adhere to all state, federal, and local laws, policies, and procedures, including the North Carolina Professional Teaching Standards and MCL Core Competencies.
• Lead the establishment of a highly effective Professional Learning Community (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, ambitious, and measurable expectations for student achievement.
  • Establish methods and create instructional tools for team teachers.
  • Clarify content and teaching processes verbally and through tools.
  • Backwards plan to align lessons, activities, and assessments; support internalization and implementation of grade-level curriculum.
  • Design assessments that accurately evaluate student understanding.
  • Model and practice teaching strategies; analyze student work to determine next steps.
• Build capacity in team members 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.
• 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.
• Ensure instructional strategies, assessments, and resources align with 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' organizational and time-management skills.
• Engage students in their learning using a variety of influence techniques.
• Incorporate leveled questioning and discussion in student learning.
• Provide coaching support to teammates to build instructional capacity.
• Conduct regular walkthroughs or observations focused on instructional practices.
• 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.
• Maintain high growth for students assigned to the team caseload.
• Follow the program framework for observing and providing feedback to teachers.
• Solicit and receive feedback from supervisors and team members to improve professional skills.
• Lead the team to maintain regular communication with families for student success.
• Design scheduling for instructional time based on teacher skills and content knowledge.
• Allocate instructional tasks (lesson planning, large/small-group instruction, interventions, data analysis, grading) among team members based on strengths and goals.
• Model instructional tasks to aid 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 concerning team members' instructional performance.
• Participate in professional development opportunities at the school, district, and program levels.

Requirements

• 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.
• Comprehensive knowledge of using data to make instructional decisions.
• Demonstrated understanding of learning styles, curriculum development, program evaluation, 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 lead and coach adults to improve student achievement.
• Ability to set challenging goals and meet high performance standards despite barriers.
• Ability to plan ahead and avoid problems.
• Ability to set clear expectations and hold others accountable.
• Ability to adapt approaches to situational requirements and change tactics.
• Ability to apply logical thinking to define and administer effective lesson plans and objectives.
• Ability to interpret technical instructions, school system policies, and procedures.
• Ability to maintain curriculum guidelines as established by the State and school system.
• Ability to interact effectively 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, and bring closure to tasks.

Qualifications

• Bachelor’s degree required.
• At least 4 years of prior teaching experience with 2 years of demonstrated 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.

Desired Qualifications

Determined by talent pool screening rubrics.

Special Requirements

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

Pay

Non-Title I School: $11,250 supplemental pay.

Title I School: $16,000 supplemental pay.

Schedule

Full-time, 10 months.