Teacher-Multi-Classroom Leader (MCL) RUSK

POSITION:  Multi-Classroom Leader

WAGE/HOUR STATUS:  Exempt 

DEPARTMENT:   Opportunity Culture

REPORTS TO:    Principal or Associate Superintendent

PAY GRADE:       Teacher Stipend

NO. OF DAYS:     187

EDUCATION:  Bachelor’s degree 

                       Valid teaching certificate (optional, depending on school context and legal

                       requirements)

EXPERIENCE:  Experience successfully leading and managing a team of adults to

                       accomplish goals.

POSITION FUNCTION/PURPOSE

The multi-classroom leader (MCL) leads a small team of teachers, paraprofessionals, and teacher residents in the same grade or subject to meet the MCL’s standards of excellence. MCLs 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. The team uses the MCL’s methods and tools. The MCL co-plans, co-teaches, models, coaches, and gives feedback. The MCL also teaches students part of the time, in most cases. The MCL organizes the team to analyze student learning data and change instruction to ensure high-growth learning for every child. The MCL collaborates with the team, using the team’s ideas and innovations that the MCL agrees may improve learning. The MCL is fully accountable for learning and development of all students taught by the team members. Each MCL helps choose team members and leads their development, and monitors, assesses, and shares their progress with the principal.

Multi-classroom leaders may be “full release” (meaning they teach no full class(es) of their own) or “partial release” (in which they continue to teach a class for part of the day). A partial-release MCL typically has a smaller team than a full-release MCL.

Major Responsibilities

Partial-release MCLs will apply all of these responsibilities to their own classroom(s) as well as those of their team members. Full-release MCLs ensure follow-through on these practices by their team members, and use the instructional strategies when working directly with the team’s students.

Planning and Preparation

• Set high expectations of achievement that are ambitious and measurable for all students taught by team
• Establish methods and create instructional tools and materials that team teachers use in all classrooms
• Set direction, verbally and with tools and materials, that clarify content and teaching process 

• Lead team to: 
• Plan backward to align all lessons, activities, and assessments
• Design instruction that is enriched (developing higher-order thinking skills) and personalized (reflecting learning levels and interests of individual students)
• Design assessments that accurately assess student progress

Classroom Environment

• Lead team to:
  • Hold students accountable for high expectations of behavior and engagement that are ambitious and measurable
  • Create physical classroom environments conducive to collaborative and individual learning
  • Establish a culture of respect, enthusiasm, and rapport

Instruction

• Lead team to:

1. Hold students accountable for ambitious, measurable standards of academic achievement.
2. Identify and address individual students’ social, emotional, and behavioral learning needs and barriers.
3. Identify and address individual students’ development of organizational and time-management skills.
4. Invest students in their learning using a variety of influence techniques.
5. Incorporate questioning and discussion in teaching.
6. Incorporate small-group and individual instruction to personalize and tailor instruction to individual needs.
7. Monitor and analyze student assessment data to inform enriched instruction by teacher.
8. Communicate with students and keep them informed of their progress.

Professional Responsibilities

1. Solicit and eagerly receive feedback from supervisor and team members to improve professional skills.
2. Lead team to maintain regular communication with families, and work collaboratively with them to design learning both at home and at school, and to encourage a home life conducive to learning success.
3. Organize and schedule team time to ensure alignment of instructional vision and delivery in all classrooms, and to troubleshoot students’ persistent learning challenges.
4. Lead team to determine how students spend instructional time based on instructional skills and content knowledge of teachers in team.
5. 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.
6. Allocate noninstructional administrative duties among team of teachers.
7. Model instructional tasks to aid team development.
8. Clarify and adjust team members’ roles and provide feedback, developmental advice, and assignments to develop their effectiveness.
9. 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).
10. Share team member’s progress with principal when team members do not meet the leader’s standard.
11. Participate in professional development opportunities at school.

Qualification Requirements

• Knowledge of subject matter being taught.
• Bachelor’s degree.
• Valid teaching certificate (optional, depending on school context and legal requirements).
• Prior evidence of high-progress student outcomes in the relevant subjects (in the top 25% compared to other teachers in a state or on national tests) or, at entry level, evidence of superior prior academic achievements, and organizing and influence skills indicating very high potential to perform at this level. Entry-level teacher works under close supervision of a high-progress teacher until similar student gains have been demonstrated.
• Experience successfully leading and managing a team of adults to accomplish goals.
• Demonstrated effectiveness working with people who have differing cultural backgrounds and/or personal characteristics, including race, religion, gender, sexual orientation, or economic differences. Preference given for experience working successfully with those of similar demographics to the desired school placement.

  Physical Demands

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.  Reasonable accommodations will be made if necessary while performing the duties of this job, the employee is regularly required to sit; stand; move throughout the room and/or facility; communicate verbally and electronically; use hands to finger, handle, or feel objects, tools, or controls; reach with hands and arms; kneel, stoop, crouch, and/or crawl; and climb or balance.  Regularly required to lift or exert force of up to 25 pounds.  Specific vision abilities required by this job include close vision, distance vision, color vision, and the ability to adjust focus.  Regular attendance required.

Equipment used

Telephone

Computer and printer

Calculator

Copy Machine

The above statements are intended to describe the general nature and level of work being performed by people assigned to this job.  They are not intended to be an exhaustive description of all work requirements and responsibilities.  Additionally, the minimum level of education noted as a requirement could be supplemented by commensurate experience and/or certification(s) as determined by the hiring manager.