Multi-Classroom Leader; Elementary; General or Title Funded - School Year 2026-2027

Position Summary

Multi-Classroom Leader (Elementary) – Spring Branch Independent School District. Reports to the Building Principal. Classification:
Professional, Wage/Hour Status:
Exempt. Days: 188. Salary:
See Compensation Plan (Stipend includes up to seven (7) additional leadership days).

Contract:

Probationary/Term. Date Revised: 11/15/2023.

Primary

Purpose:

The multi‑classroom leader (MCL) leads multiple teachers, tutors, and others to meet the district’s standards of excellence. In collaboration with campus leadership, the MCL supports each team member’s roles and goals, determines how students spend time, and organizes teaching roles to fit each teacher’s strengths, content knowledge, and professional development goals. The MCL also teaches students themselves in most cases.

The team incorporates the leader’s methods and tools that have proven to be effective into instruction. The MCL organizes the team to review student progress and change instruction to ensure high‑progress learning for every child, and works collaboratively with the team, using new ideas and innovations to improve learning. The team leader is fully accountable for the learning and development of all students taught by his or her team members.

• Bachelor’s degree in a related field.
• Valid Texas Teacher Certificate or an out‑of‑state Teaching Certificate appropriate for the position.
• Certification must meet requirements for becoming and remaining qualified for this position in a manner required by Federal and/or State law.

• Knowledge of subject matter being taught.
• Excellent organizational, communication, and interpersonal skills.
• Proficient in the effective use of technology.
• Ability to instruct students and manage their behavior.
• Prior evidence of high‑progress student outcomes in the relevant subjects (e.g., in the top 25% compared to other teachers in a state or on national tests), or, at entry level, evidence of superior prior academic achievements and organizing and influence skills indicating very high potential to perform at this level. Entry‑level teachers work under close supervision of a high‑progress teacher until similar student gains have been demonstrated.

• Level I MCL:
  Lead a team of 2–4 teachers.
• Level II MCL:
  Lead a team of 5–6 teachers.

• Experience successfully leading and managing a team of adults to accomplish goals.
• Three (3) years of teaching experience required for Level I.
• Four plus (4+) years of teaching experience required for Level II.

• Planning and Preparation: In collaboration with campus leadership, set high expectations of achievement that are ambitious and measurable for all students taught by the team; model methods and create instructional tools and materials that team teachers use in all classrooms; set direction, verbally and with tools and materials, that clarify content and teaching process; lead the team to plan backward to align lessons, activities, and assessments;
  
  design instruction that is enriched and personalized; design assessments that accurately assess student progress; develop and implement lesson plans that fulfill the district’s curriculum program and show written evidence of preparation as required.
• Classroom Environment: 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, rapport, and digital citizenship; manage student behavior in accordance with the Student Code of Conduct and the student handbook.
• Instruction: Lead the team to hold students accountable for ambitious, measurable standards of academic achievement; 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 techniques; incorporate questioning and discussion in student learning; incorporate small‑group and individual…