Teacher, Multi-Classroom Leader 2 (26-27)

About the role

This position is funded through exchange for the 26-27 school year. The Teacher, Multi-Classroom Leader 2 (MCL2) works under moderate supervision to intensively coach 7–8 teachers on a weekly or bi-weekly cadence, using co-teaching, modeling, and small groups to meet the principal’s standards of excellence. The MCL2 leads a team of teachers and support staff, establishes annual roles and goals for each member, determines how students spend instructional time, and organizes teaching roles to align with teacher strengths, content knowledge, and professional development goals. The MCL2 is accountable for the learning and development of all teachers and students on the caseload and team, and must be provided with daily coaching and preparation time to fulfill instructional responsibilities. The MCL2 also provides feedback to the principal on selecting, evaluating, and developing the team.

Responsibilities

• Intensively coach 7–8 teachers through complete coaching cycles on a weekly or bi-weekly cadence using co-teaching, modeling, and small groups.
• Lead a team of teachers and support staff, influencing practices that increase student outcomes.
• Establish each team member’s roles and goals at least annually; determine how students spend instructional time; organize teaching roles to fit teacher strengths, content knowledge, and professional development goals.
• Organize the team to review student progress and adjust instruction to ensure progress and increased learning outcomes for every child.
• Collaborate with the team to incorporate new ideas and innovations that improve teaching and learning.
• Provide feedback to the principal on selecting, evaluating, and developing the team.
• Adhere to all state, federal, and local laws, policies, and procedures and the North Carolina Professional Teaching Standards.
• 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 change, influence others, and improve practices and impact.
• Provide quality professional development planning and preparation.
• Build team capacity to set high expectations of achievement for all students; establish methods and instructional tools; clarify content and teaching processes; backwards plan to align lessons, activities, and assessments; design enriched and personalized instruction; model and practice teaching strategies; analyze student work to determine next steps.
• Build team capacity to hold students accountable for high expectations of behavior and engagement; create 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.
• Ensure instructional strategies, assessments, and resources align with school student achievement goals; with the principal, define high-quality instruction across the team; facilitate analysis and action planning around whole-school data and results.
• Hold students accountable for ambitious, measurable academic standards; identify and address individual student learning needs; support development of organizational and time-management skills; invest students in their learning; incorporate leveled questioning and discussion.
• Provide coaching support to 7–8 teammates, building instructional capacity; conduct regular walkthroughs or observations focused on instructional practices; use data to provide evidence-based feedback; set clear, teacher-driven goals grounded in student outcomes and instructional evidence.
• Maintain high growth with students assigned to the team caseload; solicit and receive feedback from supervisor and team members to improve professional skills.
• Lead the team to maintain regular communication with families and collaborate to ensure student success; design learning both at home and at school; encourage home environments conducive to learning success.
• Determine how students spend instructional time based on teacher instructional skills and content knowledge; allocate instructional process elements among team members based on strengths, content knowledge, and professional development goals; allocate non-instructional administrative duties accordingly.
• Model instructional tasks to aid team development; clarify and adjust team members’ roles; provide feedback, developmental advice, and assignments to develop effectiveness; assess team members for potential role changes and advancement opportunities; provide feedback to the principal concerning team members.

Qualifications

• Must be in the CMS Teacher Leader Pathway Talent Pool as an MCL2.
• 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.
• Minimum of one year in a formal adult leadership role.
• Equivalent combination of education and experience may be considered.

Knowledge, Skills, and Abilities

• Comprehensive knowledge of curriculum principles, standards, and expectations in assigned area.
• Comprehensive knowledge of using appropriate data and information to make instructional decisions for students.
• Demonstrated knowledge and understanding of learning styles, curriculum development and program evaluation, 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 high standards despite barriers.
• Ability to plan ahead to reach goals and avoid problems.
• Ability to set clear expectations and hold others accountable for performance.
• Ability to adapt approach to the requirements of a situation and change tactics.
• Ability to apply logical thinking 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, 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.
• Minimum of one year in a formal adult leadership role.
• Equivalent combination of education and experience may be considered.

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.