Teacher, Multi-Classroom Leader 2 / Exchange / EOY / 26-27

About the role

The Teacher, Multi-Classroom Leader 2 (MCL2) under moderate supervision is expected to intensively coach 7-8 teachers on his/her caseload and use co-teaching, modeling, small groups to support students and meet the principal's standards of excellence.

Responsibilities

• Intensively coach 7-8 teachers on his/her caseload and use co-teaching, modeling, small groups to support students and meet the principal's standards of excellence.
• Conduct complete coaching cycles on a weekly or bi-weekly cadence.
• Lead a team of teachers and other support staff, influencing practices that result in increased student outcomes.
• Establish each team member's roles and goals 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 review student progress and adjust instruction to ensure progress and 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 are able to 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 MCL2.
• Salary/Status: Certified, Schedule/Full-time, 10 months, Non-Title I School: $13,750 supplemental, Title 1 School: $18,250 supplemental.
• Reports To: Principal.
• Place of Work: The normal place of work is on the premises used by Charlotte-Mecklenburg Schools.
• 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; Ability to Coach Adults, Provide Feedback, Differentiate Support, Lead Change, Influence Others, and Improve Practices and Impact; Provide Quality Professional Development; Planning And Preparation; Classroom Environment; 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; Provide coaching support to teammates, building instructional capacity in the team of 7-8 teachers on the MCL2 caseload; Conduct regular walkthroughs or observations focused on instructional practices, following Teacher Leader Pathway and school program framework; 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; Provide coaching support to teammates, building instructional capacity in the team of 7-8 teachers on the MCL2 caseload; Lead team to maintain regular communication with families and work collaboratively with them to ensure student success to design learning both at home and at school and to encourage a home life conducive to learning success; Determine 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 team of teachers based on teacher strengths, content knowledge and professional development goals; Allocate non-instructional administrative duties among team of teachers; Model instructional tasks to aid team development; Clarify and adjust team members' roles and provide feedback, developmental advice and assignments to develop their effectiveness; Assess team members for potential roles 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; Participate in professional development opportunities at the school, within the district, and for the program.
• Knowledge, Skills, Abilities: Comprehensive knowledge of the principles, standards, and expectations of curriculum in assigned area; Comprehensive knowledge of how to utilize appropriate data and information to make instructional decisions for students; Demonstrated knowledge and understanding of various learning styles, curriculum development and program evaluation, effective 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 a high standard of performance despite barriers; Ability to plan ahead in order to reach goals and avoid problems; Ability to set clear expectations and hold others accountable for performance; Ability to adapt one's approach to the requirements of a situation and to change tactics; Ability to apply logical thinking or reasoning 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, plan starting and ending deadlines, 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.
• 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.