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 implementing the Advanced Teacher Roles (ATR) model

LOCATION

Specific schools implementing the ATR model

PAY GRADE

Classroom Teacher

FLSA STATUS

Exempt

ELIGIBILITY FOR EMPLOYMENT CONTRACT

Yes

WORK WEEK SCHEDULE

Monday-Friday (occasional evenings and weekends) Position is not eligible for hybrid telework workweek

POSITION

PURPOSE:

Leads a small team of teachers in a similar subject level or grade level to impact instruction and raise student achievement. Teaches students, builds teacher capacity, coaches and serves in leadership roles. Teaches students directly through various instructional models (class of record, co-teaching, modeling, pull-out small groups, or push-in small groups). Tracks student progress through formative and summative assessments and leading data analysis.

Facilitates Professional Learning Communities (PLCs) and collaborative lesson planning. Coaches team teachers. Meets with the school leader to align instructional priorities, analyze data, and address challenges. Serves in various capacities in leadership positions.

MINIMUM QUALIFICATIONS:

KNOWLEDGE, SKILLS, AND ABILITIES (KSAs)

• Extensive knowledge and evidence of highly effective teaching, including the ability to identify learning targets, deliver quality instruction, and utilize research-based strategies and higher-order questioning and thinking techniques that promote student engagement, and intervention support, as needed;
• Considerable knowledge of Microsoft Office, specifically, Microsoft Word, and PowerPoint;
  Google Apps;
• Knowledge of core subject matter and curriculum standards being taught;
• Excellent organizational skills;
• Skilled in engaging and growing all types of learners based on their needs;
• Skilled in data analysis and the use of data to drive instructional plans and to respond to students’ learning needs;
• Ability to demonstrate a strong instructional focus and accordingly, exhibit the teaching behaviors that reflect a belief in all students’ ability to learn;
• Ability to collaborate effectively with others;
• Ability to demonstrate a strong understanding of the purpose, structure, and protocols of PLCs, with the ability to effectively plan and facilitate them;
• Ability to model, co-teach, and co-plan instructional practices, strategies, and lessons;
• Ability to lead small student group instruction;
• Ability to provide coaching support and accordingly engage in and facilitate coaching cycles and protocols to build team teachers’ instructional capacity;
• Ability to utilize and adapt to digital tools and resources;
• 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, district staff, 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;
• Prior evidence of high-growth student learning in the relevant subjects (as measured by EVAAS, at least 2 of last 4 years blue growth).

ESSENTIAL DUTIES AND RESPONSIBILITIES:

• Facilitates PLCs and lead teams in data analysis, instructional planning, and differentiated instruction.
• Sets ambitious, measurable achievement expectations aligned to district priorities and focused on reducing subgroup gaps.
• Develops and shares instructional methods, tools, and materials for consistent use across classrooms.
• Provides clear direction on content, curriculum standards, and instructional processes to guide team teaching.
• Leads backward planning to align lessons, assessments, and activities with a rigorous, standards-based curriculum.
• Designs and supports enriched, personalized instruction with an emphasis on…