Teacher, Expanded Impact​/Exchange​/EOY SY

Teacher, Expanded Impact 3/ Exchange/ EOY (25–26 SY)

Under the supervision and support of school leadership or a Multi-Classroom Leader (MCL), the Expanded Impact Teacher 3 (EIT3) expands his/her reach to impact more students by accomplishing 3–4 formal instructional leadership responsibilities, above that of a typical teacher position, as listed in the Essential Duties below. The EIT3 is responsible for planning, preparing and delivering instruction and monitoring student progress to determine instructional needs.

The EIT3 works closely and collaboratively with a team of teachers and other staff members to review student progress and change instruction to ensure high‑progress and enriched learning for every child. This position can coach up to two other teachers if release time allows, but must teach at least 50% of the day.

• Planning and Preparation
  • Set high expectations of achievement that are ambitious and measurable for students.
  • Plan backward to align all lessons, activities, and assessments in designated subject(s).
  • Design in‑person instruction that is enriched (developing higher‑order thinking skills) and personalized (reflecting learning levels and interest of individual students).
  • Design assessments that accurately assess student progress; certain assignments may require designing digital assessments.
• Classroom Environment
  • Hold students accountable for high expectations of behavior and engagement that are ambitious and measurable.
  • Create a physical classroom environment conducive to collaborative and individual learning.
  • Establish a culture of respect, enthusiasm, and rapport.
• Instruction
  • Hold students accountable for ambitious, measurable standards of academic achievement.
  • Identify and address social, emotional and behavioral learning needs and barriers of individual students.
  • Identify and address developmental or organizational and time‑management skills of individual students.
  • Invest students in their learning using a variety of influence techniques.
  • Incorporate questioning and discussion in student learning.
  • Incorporate small‑group and individual instruction to personalize and tailor instruction to individual needs; provide tutor(s) or teacher associate(s) with student groupings and instructional assignments for follow‑up in small groups. Certain assignments may require the use of digital instruction.
  • Monitor and analyze student assessment data to inform enriched instruction; certain assignments may require proficiency in monitoring and analyzing digital assessments.
  • Communicate with students and keep them informed of their progress.
• Professional Responsibilities
  • Maintain high growth with students assigned to EIT3 and/or team.
  • Informally mentor and lead peers, especially in instructional planning and differentiating instruction; may coach up to two teachers.
  • Follow program framework for observing and providing feedback to teachers on the caseload.
  • Provide coaching support to teammates; no more than 50% of instructional day spent building instructional capacity.
  • Solicit and eagerly receive feedback from supervisor and team members to improve professional skills.
  • Maintain regular communication with families and work collaboratively to design learning at home and at school, encouraging a home life conducive to learning success.
  • Collaborate with other teachers and staff responsible for the same students’ learning and development.
  • Participate in professional development opportunities at school, in the district, and for the program.

• Tier 1 – Student focused (must choose at least
  2)
  • Teach 25–35% more students (class or team)
  • Coach up to 2 teachers if release time allows, but must teach at least 50% of the day
  • Lead PLC
• Tier 2 – Teacher focused (must choose at least
  1)
  • Serve as model classroom for other teachers to observe
  • Peer Evaluator
  • Beginning Teacher Mentor
  • Committee Lead (ILT, SLT)
  • Lead PD
  • MTSS
  • IEP Liaison
  • Other, approved by the district
  • Other duties as assigned by supervisor

• Minimum
  • Bachelor’s Degree
  • Knowledge of subject matter being taught
  • At least 4 years of prior teaching experience with 3 years of demonstrated evidence of high‑progress student outcomes in relevant subjects
  • Evidence of initiative and effective leadership/coaching of adults for at least 1–2 years
  • Technology proficiency and knowledge of digital learning may be required for certain assignments
• Desired
  • Determined by talent pool screening rubrics

NC Professional Educators License in the subject area and grade level appropriate to the school's needs.