Teacher, Expanded Impact Teacher​/Exchange

This position is funded through exchange for the 26-27 school year.

The Expanded Impact Teacher 2 (EIT2), under moderate supervision, with the support of a Multi-Classroom Leader, expands their reach to impact more students than that of a typical teacher position, in alignment with student outcomes listed in the School Improvement Plan. The EIT2 is responsible for planning, preparing, and delivering instruction and monitoring student progress to determine instructional needs. The EIT2 works closely and collaboratively with a team of teachers and other staff members to review student progress and adjust instruction to ensure progress and increased learning outcomes for every child.

Employee performs school-based work to carry out Board of Education policies under the direction of the principal.

To perform this job successfully, an individual must be able to perform each essential function satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Must be in the CMS Teacher Leader Pathway Talent Pool as an EIT
2.

• Certified Schedule/Full-time, 10 months
• Non-Title I School: $4,500 supplemental
• Title 1 School: $4,500 supplemental

Principal

The normal place of work is on the premises used by Charlotte-Mecklenburg Schools. Charlotte-Mecklenburg Schools reserves the right to require you to work at such other place(s) as it may reasonably require from time to time.

• Adhere to all state, federal, and local laws, policies, and procedures
• Adhere to the North Carolina Professional Teaching Standards

• Set high expectations of achievement that are ambitious and measurable for students
• Backwards plan to align all lessons, activities, and assessments in designated subject(s)
• Design instruction that is enriched, addressing appropriate Depth of Knowledge questioning, and personalized (reflecting learning levels and interests of individual students)
• Design assessments that accurately assess student progress
• Use student data to design interventions that improve achievement across multiple classrooms

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

• Design or lead school wide initiatives
• Serve on curriculum development or assessment committees
• Partner with parents, community organizations to extend student learning opportunities
• Develop cross-curricular projects that connect multiple subjects and/or grade levels

• Hold students accountable for ambitious, measurable standards of academic achievement
• Identify and address learning needs of individual students
• Support the development of students' organizational and time-management skills
• Use a variety of strategies to invest students in their learning
• Incorporate leveled questioning and discussion in student learning
• Provide small-group support for students from other classes or grade levels
• Tailor small group and individual instruction to meet the needs of all students
• Monitor and analyze student assessment data
• Create structures to communicate with students and keep them informed of their progress

• Maintain high growth with students assigned to EIT2
• Informally mentor and lead peers, providing leadership in instructional planning and differentiating instruction
• Solicit and eagerly receive feedback from supervisors and team members to improve professional skills

Maintain regular communication with families and work collaboratively with them

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

Choose 2:
Additional Formal Instructional Leadership Responsibility options. Combination based on school data and determined by the supervisor.

• Lead PLC
• Instruct additional small groups of students
• Serve as a model classroom for other teachers to observe
• Beginning Teacher Mentor
• Committee Lead (ILT, SIT)
• Leads whole staff and team PD
• MTSS
• Other duties as assigned by supervisor and approved by the Department of Teacher Leadership

• 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,…