Teacher, Multi-Classroom Leader 2

About the Role

The Multi-Classroom Leader 2 (MCL2) intensively coaches 7-10 teachers on their caseload and teaches students through various models. The MCL2 leads a team of teachers and support staff responsible for multiple classrooms, ensuring all students meet the principal's standards of excellence. They establish each team member's roles and goals annually, organize teaching roles to fit individual strengths and professional development goals, and review student progress to adjust instruction for high-progress learning. The MCL2 collaborates with the team, incorporating new ideas to improve learning, and is accountable for the development of all teachers and students on their caseload. A healthy balance of teaching and coaching time is provided to fulfill all instructional responsibilities. The MCL2 also provides feedback to the principal in choosing, evaluating, and developing the team.

Responsibilities

Planning and Preparation

• 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 for team teachers to use in all classrooms.
• Set direction, verbally and with tools and materials, that clarify content and teaching processes.
• Plan backward to align lessons, activities, and assessments; design enriched and personalized instruction; create assessments that accurately measure student progress; practice teaching strategies; and analyze student work to determine next steps.

Classroom Environment

• 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.

Instruction

• Hold students accountable for ambitious, measurable standards of academic achievement.
• Identify and address individual students' social, emotional, and behavioral learning needs and barriers.
• Address individual students' development of organizational and time-management skills.
• Invest students in their learning using a variety of influence techniques.
• Incorporate questioning, discussion, small-group, and individual instruction to personalize learning.
• Monitor and analyze student assessment data to inform enriched instruction.
• Communicate with students and keep them informed of their progress.

Professional Responsibilities

• Maintain high growth with students assigned to the team caseload.
• Follow the program framework for observing and providing feedback to the team of teachers.
• Spend at least 75% of the instructional day building instructional capacity in the team of 7-10 teachers.
• Solicit and receive feedback from supervisors and team members to improve professional skills.
• Lead team communication with families to design learning both at home and at school.
• Determine how students spend instructional time based on teacher skills and content knowledge.
• Allocate instructional and non-instructional duties among team members based on strengths and goals.
• Model instructional tasks to aid team development.
• Clarify and adjust team members' roles, provide feedback, and offer developmental advice.
• Evaluate team members for potential role changes and advancement opportunities.
• Provide feedback to the principal concerning team members.
• Participate in professional development opportunities at school, in the district, and for the program.

Requirements

• Minimum Bachelor’s Degree.
• Knowledge of the subject matter being taught.
• At least 4 years of prior teaching experience with 3 years of demonstrated evidence of high-progress student outcomes in relevant subjects.
• Evidence of initiative and effective leadership/coaching of adults for at least 1-2 years.
• Technology proficiency and knowledge of digital learning may be required for certain assignments.

Qualifications

• NC Professional Educators License in the subject area and grade level appropriate to the school's needs.

Desired Qualifications

Determined by talent pool screening rubrics.