Team Reach Teacher; TRT

Overview

POSITION: Team Reach Teacher (TRT)

EXEMPT STATUS: Exempt

NUMBER OF DAYS: According to district approved calendar +5 days during the summer

DEPARTMENT: Talent Development

REPORTS TO: Principal

SUPERVISES: As assigned

EDUCATION:

• Bachelor’s degree
• Valid teaching certificate
• Minimum 3 years of successful classroom teaching experience

EXPERIENCE:

• Demonstrated effectiveness working with people who have differing cultural backgrounds and/or personal characteristics, including race, religion, gender, sexual orientation, or economic differences. Preference given for.

The Team Reach Teacher (TRT) directly teaches more students than usual (an increase of at least 50% for the TRT, but typically without raising instructional group sizes). With guidance from the team’s MCL, the TRT plans and delivers instruction for multiple classes in a school where students rotate between face-to-face learning with the teacher and digital or offline learning led by a paraprofessional known as a reach associate or a teacher resident.

While one class of students is with a reach associate or teacher resident, the TRT teaches another class of students, focusing on delivering personalized and enriched instruction.

The TRT is responsible for co-planning, co-preparing, and delivering instruction, and co-monitoring student progress to determine instructional needs. The TRT is also responsible for monitoring the effectiveness of instruction led by the reach associate(s) and making or recommending changes. The TRT collaborates with others working with the same students or subjects, including other members of the multi-classroom leader’s team as well as reach associates, to review student progress and change instruction to ensure high-progress, enriched learning for every student.

• Knowledge of subject matter being taught.
• Prior evidence of high-progress student outcomes and evidence of superior prior academic achievements in relevant subjects, and organizing and influence skills indicating very high potential to perform at this level.

• Demonstrated effectiveness working with people who have differing cultural backgrounds and/or personal characteristics, including race, religion, gender, sexual orientation, or economic differences.
• Preference given for experience working successfully with those of similar demographics to the desired school placement.

• 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 interests of individual students).
• Design personalized digital or offline assignments for students while under reach associate supervision.
• Design assessments that accurately assess student growth.
• Determine how students spend all instructional time.

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

• 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 learning with several influence methods
• Incorporate questioning and discussion in student learning.
• Incorporate small-group and individual instruction to personalize and tailor instruction to individual needs.
• Monitor and analyze student assessment data to inform personalized, enriched instruction.
• Provide reach associate with student groupings, instructional assignments, and assessment rubrics.
• Communicate with students and keep them informed of their progress.

• Solicit and eagerly receive feedback from multi-classroom…