Multi-Classroom Leader (MCL Teacher)

Overview

POSITION TITLE (Oracle title)

TEACHER

WORKING TITLE

Multi-Classroom Leader (MCL)

SCHOOL/DEPARTMENT

Office of Professional Learning/Specific schools identified in the Grant

LOCATION

Specific schools identified in the Grant

PAY GRADE

Classroom Teacher

FLSA STATUS

Exempt

ELIGIBILITY FOR EMPLOYMENT CONTRACT

Yes

WORK WEEK SCHEDULE

Monday-Friday (occasional evenings and weekends) 

POSITION PURPOSE:

Leads a small team of teachers and paraprofessional in a similar grade level or subject area to meet the MCL’s standards of excellence. 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. The team uses the MCL’s methods and tools. Co-plans, co-teaches, models, coaches and gives feedback, and leads and supports the team in building a tutoring culture. Teaches students part of the time. Organizes the team to analyze student learning data and change instruction to ensure high-growth learning for every child, with a focus on small-group teaching and tutoring. Collaborates with the team, using the team’s ideas and innovations that the MCL agrees may improve learning. Guides and directs any reach associates with whom they work. Is fully accountable for the learning and development of all students taught by the team members. This is a year-to-year position that would roll over based on funding and performance. The position and grant are scheduled to end June 30, 2025.

MINIMUM QUALIFICATIONS:  

KNOWLEDGE, SKILLS, AND ABILITIES (KSAs)

• Considerable knowledge of Microsoft Office, specifically, Microsoft Word, and Power Point; Google Apps;
• Knowledge of core subject matter being taught;
• Excellent organizational skills;
• Ability to model, coach, and engage in PLCs’ structures and practices;
• Ability to adapt to digital tools and resources;
• Ability to demonstrate 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;
• Ability to communicate clearly and concisely both in oral and written form using a variety of communication techniques and tools to ensure the appropriate flow of information, collaborative efforts, and feedback; 
• Ability to establish and maintain effective working relationships with school system staff, staff members of external funding agencies, and the community.

EDUCATION, TRAINING, AND EXPERIENCE

• Bachelor’s degree from a regionally accredited college or university; 
• Five years of teaching experience.

CERTIFICATION AND LICENSE REQUIREMENTS

• Must hold or be eligible for a North Carolina professional educator’s license in assigned teaching area.

PREFERRED QUALIFICATIONS:

• Master’s degree from a regionally accredited college or university;

• Experience successfully leading a team of adults to accomplish goals, though not necessarily as formal leader;

• Prior evidence of high-growth student learning in the relevant subjects (as measured by EVAAS, at least 2 of last 3 years blue growth).

ESSENTIAL DUTIES AND RESPONSIBILITIES:

• Facilitates PLCs and leads team in data analysis, instructional planning, and differentiating instruction to meet learning needs;
• Sets high expectations of achievement that are ambitious and measurable for all students taught by team.  These expectations should reflect a reduction of subgroup gaps and alignment with the district strategic plan priorities; 
• Establishes methods and create instructional tools and materials that team teachers use in all classrooms;
• Sets direction, verbally and with tools and materials, that clarify content and teaching process; 
• Leads team to:

• plan backward to align all lessons, activities, and assessments using a standards-based and rigorous curriculum. 
• design and lead instruction that is enriched (developing higher-order thinking skills) and personalized (reflecting learning levels and interests of individual students), prioritizing small-group teaching and tutoring and offering accelerated learning.
• design and lead research-based instruction.
• design assessments that accurately assess student growth
• prepare to deliver small-group teaching and tutoring.

• Classroom Environment

• Leads 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.

• Leads team to:

• build strong relationships with students and families.
• hold students accountable for measurable standards of academic achievement.
• maximize student learning by incorporating small-group teaching and tutoring.
• identify and address individual students’ social, emotional, and behavioral learning needs and barriers.
• identify and address individual students’ development of organizational and time-management skills.
• invest students in their learning using a variety of high impact instructional strategies.
• incorporate questioning and discussion in teaching.
• monitor and analyze student assessment data to inform engaging instruction and small-group teaching and tutoring.
• communicate with students and keep them informed of their progress.

• Professional Responsibilities

• Solicits and eagerly receives feedback from supervisor and team members to improve professional skills;
• Leads 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;
• Organizes and schedules team time to ensure alignment of instructional vision, prioritize small-group teaching and tutoring in all classrooms, and troubleshoot students’ persistent learning challenges;
• Determines how students spend instructional time based on strengths of all adults on the team;

• Allocates instructional process elements (lesson planning, minimal large-group instruction, a focus on small-group instruction, individual interventions, data analysis, grading, etc.) among team based on strengths, content knowledge, and professional development goals;
• Supervises the work and schedule of the Reach Associate.

       5.Performs other related duties, as assigned.

WORK ENVIRONMENT/PHYSICAL REQUIREMENTS

This job operates in a professional office environment and has a noise level of mostly low to moderate. This role routinely uses standard office equipment such as computers, scanners, and copiers. The position, at times, must be able to come into direct contact with school system staff, students, parents, external agencies, and the community. Work is considered light physical work, requiring the exertion of up to ten pounds of force. 

EFFECTIVE DATE:  1/2024

DISCLAIMER:  The above statements are intended to describe the general purpose and responsibilities assigned to this position.  They are not intended to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and skills required by the employees assigned to this position.  This description may be revised by HR and approved at any time.