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

General Definition of Work

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. Intensive support is defined by conducting complete coaching cycles on a weekly or bi-weekly cadence. The MCL2 is also responsible for leading a team of teachers and other support staff, influencing practices that result in increased student outcomes.

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

Essential Functions

• Adhere to all state, federal, and local laws, policies, and procedures
• Adhere to 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
• Ability to Coach Adults, Provide Feedback, Differentiate Support, Lead Change, Influence Others, and Improve Practices and Impact
• Provide Quality Professional Development
• Plan and Prepare
• Create Instructional Tools and Materials
• Set Direction, Verbal and Written
• Backwards Plan Lessons, Activities, and Assessments
• Hold Students Accountable for High Expectations of Behavior and Engagement
• Create Physical Classroom Environments
• Establish a Culture of Respect, Enthusiasm, and Rapport
• 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
• Instruct
• Ensure Instructional Strategies, Assessments, and Resources Align with School's Student Achievement Goals
• Define What High-Quality Instruction Looks Like Across the Team
• 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
• Invest Students in Their Learning Using a Variety of Influence Techniques
• Incorporate Leveled Questioning and Discussion in Student Learning
• Professional Responsibilities
• 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
• Use Data to Provide Evidence-Based Feedback
• Set Clear, Teacher-Driven Goals Specific, Measurable, 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
• Solicit and Eagerly Receive Feedback from Supervisor and Team Members to Improve Professional Skills
• Lead Team to Maintain Regular Communication with Families and Collaborate with Them to Ensure Student Success to Design Learning Both at Home and at School and 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 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 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
• 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

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