Teacher, Multi-Classroom Leader 1 MATH-Must be in TLP Pool

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:
• In addition to individual capabilities to do so, 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:
• In addition to individual capabilities to do so, build capacity in team members to:
• 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:
• In addition to individual capabilities to do so, build capacity in team members to:
• 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.
• Professional Responsibilities:
• 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 Teacher Leader Pathway and school program framework.
• Facilitate whole school data analysis as a member of 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 team caseload.
• Follow program framework for observing and providing feedback to team of teachers on caseload.
• Solicit and receive feedback from supervisor and team members to improve professional skills.
• Lead 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 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 (to new or more complex roles).
• Provide feedback to the principal concerning team members' instructional performance.
• Participate in professional development opportunities at school, in the district, and for the program.

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.
• Equivalent combination of education and experience desired.
• Desired determined by talent pool screening rubrics.

Special Requirements

• Note: The MCL position is a position that 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.