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

About the role

The Teacher, Multi-Classroom Leader 2 (MCL2) is an end-of-year position funded through an exchange for the 26-27 school year. This role is expected to intensively coach 7-8 teachers on his/her caseload and support students and meet the principal's standards of excellence.

Responsibilities

• Coaches 7-8 teachers on his/her caseload using co-teaching, modeling, small groups to support students and meet the principal's standards of excellence.
• Conducts complete coaching cycles on a weekly or bi-weekly cadence.
• Learns and leads a team of teachers and other support staff, influencing practices that result in increased student outcomes.
• Establishes each team member's roles and goals at least annually, determines how students spend time, and organizes teaching roles to fit each teacher's strengths, content knowledge, and professional development goals.
• Organizes the team to review student progress and adjust instruction to ensure progress and increased learning outcomes for every child.
• Works collaboratively with the team, using the team's new ideas and innovations to improve teaching and learning.
• Is accountable for the learning and development of all the teachers and students on his/her caseload and team.
• Must be provided with daily coaching and preparation time so they are able to perform all instructional responsibilities that are expected.
• Provides 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.
• Must have a Bachelor's degree and at least 4 years of prior teaching experience with 2 years demonstrated evidence of high-progress student outcomes in relevant subjects.
• Must have an NC Professional Educator's License in the subject area and grade level appropriate to the school's needs.
• Must have evidence of initiative and effective leadership/coaching of adults.
• Must have at least one year in a formal adult leadership role.

Skills

• 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.
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