Multi-Classroom Leader; MCL - ELAR 8th Grade

Multi-Classroom Leader (MCL)

Exempt

According to district approved calendar

Talent Development

Principal

Master Team Reach Teacher, Team Reach Teacher, Reach Associate, Teacher Resident, and Team teachers in assigned group

Bachelor's degree

Valid teaching certificate

A minimum of 3 years of successful classroom experience

Experience successfully leading and managing a team of adults to accomplish goals.

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

Preference is given for experience working successfully with those of similar demographics to the desired school placement

The multi-classroom leader (MCL) leads a small team of teachers, paraprofessionals, and teacher residents in the same grade or subject to meet the MCL's standards of excellence. MCLs establish each team member's roles and goals at least annually, determine how students spend time, and organize teaching roles to fit each teacher's strengths, content knowledge, and professional development goals. The team uses the MCL's methods and tools.

The MCL co-plans, co-teaches, models, coaches, and gives feedback. The MCL also teaches students part of the time, in most cases. The MCL organizes the team to analyze student learning data and change instruction to ensure high-growth learning for every child. The MCL collaborates with the team, using the team's ideas and innovations that the MCL agrees may improve learning.

The MCL is fully accountable for learning and development of all students taught by the team members. Each MCL helps choose team members and leads their development, and monitors, assesses, and shares their progress with the principal.

Two levels of Multi-Classroom Leader roles are available in MISD:

• Multi-Classroom Leader I (MCL I) – Leads a team of 2-3 teachers. Continue to teach for part of the day in a traditional teacher of record role, then has release time throughout the week to support team teachers and their students. Typically supported by either a Reach Associate or Teacher Resident.
• Multi-Classroom Leader II (MCL II) – Leads a team of 4-5 teachers. Continue to teach for part of the day in a traditional teacher of record role, then has release time throughout the week to support team teachers and their students. Typically supported by either a Reach Associate or Teacher Resident.

Planning and Preparation

Set high expectations of achievement that are ambitious and measurable for all students taught by team.

Establish 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 team to:

• Plan backward to align all lessons, activities, and assessments.
• Design instruction that is enriched (developing higher-order thinking skills) and personalized (reflecting learning levels and interests of individual students).
• Design and utilize assessments that accurately assess student progress.

Special Knowledge/Skills

Knowledge of subject matter being taught

Prior evidence of high-progress student outcomes and growth in the relevant subjects (students making at least one year's growth during the academic year)

Evidence of superior prior academic achievements, and organizing and influence skills indicating very high potential to perform at this level

Classroom Environment

Lead 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.

Instruction

Lead 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 influence techniques.
• Incorporate questioning and discussion in teaching.
• Incorpor…