4th-5th Grade Teacher​/Multi-Classroom Leader stipend

4th-5th Grade Teacher/Multi-Classroom Leader ($10,000 annual stipend) Job Details

Job : 5546703

Final date to receive applications: Posted until filled

Re-Posted: Feb 20, 2026 5:00 AM (UTC)

Starting Date: To Be Determined

An educator in the Multi-Classroom Leader role leads a small team of teachers, paraprofessionals, and teaching residents in the same grade or subject to meet the standards of excellence. The team leader establishes each team member’s roles and goals annually, determines how students spend time, and organizes teaching roles to fit each teacher’s strengths, content knowledge, and professional development goals. The leader co-plans, co-teaches, models, coaches, and gives feedback, and leads and supports the team in building a tutoring culture.

They also teach students part of the time and organize the team to analyze data and adjust instruction for high-growth learning, especially in small-group teaching and tutoring.

• Set high expectations of achievement that are ambitious and measurable for all students taught by the team
• Establish methods and create instructional tools and materials that team teachers use in all classrooms
• Set direction, verbally and with tools, that clarify content and teaching processes
• Lead the team to:
  • plan backward to align all lessons, activities, and assessments using a high-standards curriculum
  • design and lead instruction that is enriched (higher‑order thinking) and personalized, prioritizing small-group teaching and tutoring and offering accelerated learning
  • design assessments that accurately assess student growth
  • prepare to deliver small-group teaching and tutoring

• Lead the 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

• Lead the team to:
  • hold students accountable for ambitious, 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 influence techniques
• 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

• Solicit and eagerly receive feedback from supervisor and team members to improve professional skills
• Lead the team to maintain regular communication with families, and work collaboratively with them to design learning both at home and at school, encouraging a home life conducive to learning success
• Organize and schedule team time to ensure alignment of instructional vision, prioritize small‑group teaching and tutoring in all classrooms, and troubleshoot students’ persistent learning challenges
• Determine how students spend instructional time based on strengths of all adults on the team
• Allocate instructional process elements among team members based on strengths, content knowledge, and professional development goals
• Allocate noninstructional administrative duties among the team
• Model instructional tasks to aid team development
• Clarify and adjust team members’ roles and provide feedback, developmental advice, and assignments to develop their effectiveness
• Participate in professional development opportunities at school

• Knowledge of subject matter being taught
• Bachelor’s degree
• Valid teaching certificate
• Prior evidence of high-growth student learning in the relevant subjects (at least 1.1 average growth in EVAAS over the last 3 years)
• Ideally, experience successfully leading a team of adults to accomplish goals, though not necessarily as a formal leader
• Demonstrated interpersonal and group effectiveness working with adults and students, including interpersonal…